PDF(Pubmed)
Abstract：
UNASSIGNED: This research is based on the role played by the entrepreneurial competence (EC), entrepreneurial education (EE) and teachers in the social, economic and cultural development of a society. The general objective of the study is to analyze the level of knowledge pre-service, those who are studying, or have recently studied, the Bachelor\'s Degree in Primary Education at the University of Deusto (Spain) (DPEUD) have about the EC.
UNASSIGNED: A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students.
UNASSIGNED: The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE.
UNASSIGNED: These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions.
UNASSIGNED: A questionnaire, based on EntreComp Framework, underwent expert validation and was applied to a sample of 304 students.
UNASSIGNED: The data showed that 25% of the respondents believed that EE was related to educating through entrepreneurship; more than 45% did not know about EntreComp and EntreCompEdu, whereas only three participants were aware of how to use them; and more than 10% of the pre-service teachers did not consider assessing the CE.
UNASSIGNED: These results lead to the conclusion that there is a need for EE to form part of the different national teacher training strategies; and for policy makers to include EE in the different educational frameworks, laws and decrees. In addition, it can be concluded that social, cultural and economic value can be created through entrepreneurial actions; that EC should be assessed; and that teachers should motivate students to share and implement entrepreneurial ideas and actions.
摘要：
■这项研究是基于企业家能力(EC)所扮演的角色，创业教育(EE)和社会教师，一个社会的经济和文化发展。研究的总体目标是分析服务前的知识水平，那些正在学习的人，或者最近研究过，德乌斯托大学（西班牙）初等教育学士学位（DPEUD）关于EC。
■一份问卷，基于EntreComp框架，经过专家验证，并应用于304名学生的样本。
■数据显示，有25％的受访者认为EE与通过创业进行教育有关；超过45％的受访者不知道EntreComp和EntreCompEdu，而只有三名参与者知道如何使用它们；超过10％的职前教师没有考虑评估CE。
■这些结果得出的结论是，EE需要成为不同国家教师培训战略的一部分；政策制定者需要将EE纳入不同的教育框架，法律和法令。此外,可以得出结论，社会，文化和经济价值可以通过创业行动创造;应该评估EC;教师应该激励学生分享和实施创业想法和行动。
■一份问卷，基于EntreComp框架，经过专家验证，并应用于304名学生的样本。
■数据显示，有25％的受访者认为EE与通过创业进行教育有关；超过45％的受访者不知道EntreComp和EntreCompEdu，而只有三名参与者知道如何使用它们；超过10％的职前教师没有考虑评估CE。
■这些结果得出的结论是，EE需要成为不同国家教师培训战略的一部分；政策制定者需要将EE纳入不同的教育框架，法律和法令。此外,可以得出结论，社会，文化和经济价值可以通过创业行动创造;应该评估EC;教师应该激励学生分享和实施创业想法和行动。
