There are currently some novel initiatives in Sweden where the aim is to introduce entrepreneurship broadly in teacher education programs. The purpose of this chapter is to shed light on one of these early attempts and study how entrepreneurship is conceptualized and designed in teacher education programs. In this mainly qualitative case study of a Swedish teacher education entrepreneurship module we apply interviews and surveys of both teachers and students. We use Fayolle and Gailly’s (2008) teaching model framework as an analytic lens to help provide necessary understanding in relation to our pedagogical and didactical questions. The results show how entrepreneurship education in teacher education is riddled with tensions relating to overall mission, target groups, pedagogy, content and assessments. However, there seem to be viable paths forward that might mitigate these tensions and provide a better opportunity for entrepreneurship education within the realm of teacher education.
Karin Axelsson and Mats Westerberg
Karin Axelsson, Linda Höglund and Maria Mårtensson
The chapter takes a discourse approach drawing upon governmentality and the concepts of programme and technology. It focuses on how a programmatic initiative – a strategy for implementing entrepreneurship in schools – is made operable in practice by means of a technology: a competence development initiative. The results illustrate the process of how entrepreneurship gets translated into a new discourse based on an entrepreneurial approach, which takes on a broader perspective including life-long learning, co-operation with the society and democratic values, thus stretching the programme beyond its initial intentions. Moreover, the entrepreneurial approach could bring unintended consequences, which the discourse so far has tended to marginalize or even exclude. The chapter questios what is often taken for granted when it comes to entrepreneurship in schools, the tenet that wwhat is good for business is good for education and society at large’.