واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین؛ یک مطالعه آمیخته

محورهای موضوعی : آموزش و پرورش

رضا ساعی مهربان ¹ (دانشجوی دکتری کارآفرینی، واحد قزوین، دانشگاه آزاد اسلامی، قزوین، ایران.)
اسد حجازی ² (دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.)
سید رسول حسینی ³ (دانشیار، گروه مدیریت آموزشی، پردیس شهید چمران تهران، دانشگاه فرهنگیان، تهران، ایران.)
محمد عزیزی ⁴ (دانشیار، گروه توسعه کارآفرینی، دانشگاه تهران، تهران، ایران)

تاریخ دریافت : 1401/09/15 تاریخ پذیرش : 1401/12/27 تاریخ انتشار : 1402/06/01

کلید واژه: پیامدها, تربیت معلم کارآفرین, دبیر کارآفرین, دانش‌آموز کارآفرین, مدرسه کارآفرین,

چکیده مقاله :

هدف: هدف پژوهش حاضر واکاوی ابعاد و مؤلفه‌های پیامدهای تربیت معلم کارآفرین با استفاده از روش آمیخته بود. روش‌شناسی پژوهش: روش اجرای این پروژه آمیخته اکتشافی بود که به صورت کیفی و کمی به بررسی و شناسایی ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران پرداخت. جامعه آماری بخش کیفی 20 نفر از مدیران، استادان و صاحب‌نظران تربیت معلم و علوم تربیتی و کارآفرینی بود که داده‌های مربوط به مصاحبه نیمه‌ساختاریافته از آنان جمع‌آوری شد؛ سپس در بخش کمی از 149 نفر از مدیران و استادان تربیت معلم و کارآفرینی در دانشگاه‌های فرهنگیان و شهید رجایی، وزارت تعاون، کار و رفاه اجتماعی و وزارت آموزش‌وپرورش بودند که به روش نمونه‌گیری خوشه‌ای تصادفی برای جمع‌آوری اطلاعات مربوط به پرسشنامه‌های تحقیق انتخاب شدند. برای تجزیه‌وتحلیل اطلاعات در بخش کیفی از روش کدگذاری و نرم‌افزار MAXQDA، و در بخش کمی به صورت معادلات ساختاری از نرم‌افزار SmartPLS استفاده شد. یافته­ ها: یافته‌های پژوهش نشان داد ابعاد و مؤلفه‌های پیامد تربیت معلم کارآفرین در ایران شامل؛ دبیر کارآفرین (شایستگی و روحیه کارآفرینی، مهارت‌های معلمی و مهارت‌های تخصصی)، دانش‌آموز کارآفرین (دانش کارآفرینی و روحیه کارآفرینی) و مدرسه کارآفرین (فرهنگ کارآفرینی، رهبری آموزشی کارآفرینانه و ساختار کارآفرینانه) هستند. مقدار ضریب آلفای کرونباخ 7/0، پایایی ترکیبی 7/0 و AVE، 5/0 بود لذا پایایی و روایی همگرا مورد تأیید قرار گرفت. روایی واگرای بر اساس روش فورنل و لارکر و معیار HTMT نیز تأیید شد. مقادیر T بیشتر از 96/1 بود، بنابراین فرضیه‌های پژوهش در سطح اطمینان 95/0 تأیید شد. معیارهای R²، Q² و F² برای متغیرهای وابسته قوی به دست آمد. مقدار 711/0 برای GOF نیز نشان از برازش مناسب مدل داشت. بحث و نتیجه ­گیری: بنابراین نتایج این پژوهش می‌تواند در زمینه سیاست‌گذاری، برنامه‌ریزی به منظور اجرای فرایند توسعه کارآفرینی در تربیت معلم مفید و سودمند باشد.  

چکیده انگلیسی:

Introduction: The aim of the current research was to analyze the dimensions and components of the consequences of training an entrepreneur teacher using a mixed method. Research methodology: The implementation method of this project is a mixed discovery that qualitatively and quantitatively investigates and identifies the dimensions and components of the consequences of the entrepreneur teacher training in Iran. The statistical population of the qualitative section was 20 managers, professors, and experts in teacher training, educational sciences, and entrepreneurship, from whom data related to semi-structured interviews were collected; Then, in a small part of 149 managers and professors of teacher training and entrepreneurship in Farhangian and Shahid Rajaei universities, the Ministry of Cooperation, Labor and Social Welfare and the Ministry of Education were selected by a random cluster sampling method to collect information related to the research questionnaires. To analyze information in the qualitative part, the coding method and MAXQDA software were used, and in the quantitative part, SmartPLS software was used in the form of structural equations. Findings: The findings of the research showed that the dimensions and components of the consequences of entrepreneurship teacher training in Iran include the entrepreneur teacher (competence and entrepreneurial spirit, teaching skills and specialized skills), the entrepreneurial student (entrepreneurship knowledge and entrepreneurial spirit) and the entrepreneurial school (Entrepreneurial culture, entrepreneurial educational leadership and entrepreneurial structure). Cronbach's alpha coefficient was 0.7, composite reliability was 0.7, and AVE was 0.5, so reliability and convergent validity were confirmed. Divergent validity was also confirmed based on the method of Fornell and Larcker and the HTMT criterion. The T values were greater than 1.96, so the research hypotheses were confirmed at the confidence level of 0.95. R², Q² and F² measures were obtained for strong dependent variables. The value of 0.711 for GOF also indicated the appropriate fit of the model. Conclusion: Therefore, the results of this research can be useful and fruitful in the field of policy making and planning for the implementation of the entrepreneurship development process in teacher education.  

منابع و مأخذ:

Ahanchian, M. R., & Ghorooneh, D. (2019). Educational Entrepreneurship. The Organization for Researching and Composing University Textbooks in the Islamic Sciences and the Humanities (SAMT). [In Persian]

Ahmadi, A., Mohammadkazemi,R., & Mohammadi Elyasi, Gh. (2017). Identification of Entrepreneurship Teaching Methods in Affective Domain of Learning Through Edutainment Approach. Journal of Entrepreneurship Development, 10(36), 201-220. [In Persian]

Ahmed, T., Chandran, V. G. R., Klobas, J. E., Liñán, F., & Kokkalis, P. (2020). Entrepreneurship education programmes: How learning, inspiration and resources affect intentions for new venture creation in a developing economy. The International Journal of Management Education, 18(1), 100327.

Arasti, Z., Ghoddosi, S., & Bagheri, A. (2017). The Effect of entrepreneurship education by storytelling on Entrepreneurial Attitude of Primary School students. Journal of Entrepreneurship Development, 9(4), 593-612. [In Persian]

Arruti, A., & Paños-Castro, J. (2020). International Entrepreneurship Education for Pre-Service Teachers: A Longitudinal Study. Education & Training, 62(7-8), 825-841.

Asghar, M. Z., & Iqbal, M. Z. (2015). Policy Paper: Technical and Vocational Teacher Education for Promoting Entrepreneurship among Students. Journal of Poverty, Investment and Development, 8, 172-178.

Azim, M. T., & Al-Kahtani, A. H. (2015). Designing Entrepreneurship Education and Training Program: In Search of a Model. Journal of Economics and Sustainable Development, 6(22), 112-127.

Azizi, M., & Goodarzi, A. (2016). Identifying the key Competencies of Business Coaches. Journal of Entrepreneurship Development, 9(2), 317-336. [In Persian]

Baggen, Y., Lans, T., & Gulikers, J. (2021). Making Entrepreneurship Education Available to All: Design Principles for Educational Programs Stimulating an Entrepreneurial Mindset. Entrepreneurship Education and Pedagogy, 5(3), 2515127420988517.

Baghersad, V., Zali, M. R., S Razavi, M., & Saeed Bonadaki, S. (2014). The Effects of Entrepreneurship Education on Technical and Vocational Students' Entrepreneurial intention (Case Study: Technical and Vocational University, the college of girls in Karaj). Journal of Entrepreneurship Development, 6(4), 21-36. [In Persian]

Bashokooh Ajirloo, M., Heydari Anari A., & Moradi, M. (2015). Investigating organizational factors affecting the idea of entrepreneurship among secondary school teachers in Ardabil city. Journal of school psychology, 4(1), 38-51. [In Persian]

Bischoff, K., Volkmann, C. K., & Audretsch, D. B. (2018). Stakeholder collaboration in entrepreneurship education: An analysis of the entrepreneurial ecosystems of European higher educational institutions. The Journal of Technology Transfer, 43(1), 20-46.

Blimpo, M. P., & Pugatch, T. (2019). Entrepreneurship education and teacher training in - Rwanda. Journal of Development Economics, 140(C), 186-202

Brüne, N., & Lutz, E. (2020). The effect of entrepreneurship education in schools on entrepreneurial outcomes: a systematic review. Management Review Quarterly, 70 (2), 275-305.

Delavare, A. (2017). Research method in psychology and educational sciences. Tehran: Ravan. [In Persian]

Deveci, I., & Seikkula-Leino, J. (2018). A review of entrepreneurship education in teacher education. Malaysian Journal of Learning and Instruction, 15(1), 105 -148.

Fayolle, A, & Degeorge, J. M. (2006). Attitudes, intentions, and behaviour: New approaches to evaluating entrepreneurship education. International Entrepreneurship Education. Chapters, in: Alain Fayolle (ed.). International Entrepreneurship Education, chapter 5, Edward Elgar Publishing.

Fayolle, A. (2013). Personal views on the future of entrepreneurship education. Entrepreneurship & Regional Development, 25(7-8), 692-701.

Fayolle, A., & Gailly, B. (2015). The impact of entrepreneurship education on entrepreneurial attitudes and intention: Hysteresis and persistence. Journal of Small Business Management, 53(1), 75-93.

Fayolle, A., Gailly, B., & Lassas-Clerc, N., (2006). Assessing the impact of entrepreneurship education programmes: a new methodology. Journal of European Industrial Training, 30(9), 701-720.

Fayolle, A., Lamine, W., Mian, S., & Phan, P. (2021). Effective models of science, technology and engineering entrepreneurship education: current and future research. The Journal of Technology Transfer, 46(2), 277-287.

Gautam, M. K., & Singh, S.K. (2015). Entrepreneurship Education: concept, characteristics & implications for teacher Education. Shaikshik Parisamvad (An International Journal of Education), 5(1), 21-35.

Ghulam N, Holden R (2008). Graduate Entrepreneurship: intentions, education and Training Tournal. Education-Training, 50 (7), 555-541.

Atienza-Sahuquillo, C., Barba-Sánchez, V., & Matlay, H. (2016). The development of entrepreneurship at school: the Spanish experience. Educ Train, 58(7/8), 783-796.

Graeli Sheikh, R., & Parsa, A. (2011). Examining the teacher's role in developing students' entrepreneurial personality traits. The first national education conference in Iran 1404, Tehran. [In Persian]

Grimus, M. (2020). Emerging Technologies: Impacting Learning, Pedagogy and Curriculum Development. In Emerging Technologies and Pedagogies in the Curriculum (pp. 127-151). Springer, Singapore.

Haar, F. O., & Jenssen, E. S. (2016) Pedagogical entrepreneurship in teacher education – what and why?. Icelandic journal of education, 25(2), 183-196.

Hahn, d., & Minola, T., Bosio, G., & Cassia, L. (2020). The impact of entrepreneurship education on universitystudents’ entrepreneurial skills: a family embeddedness. Small Business Economics, 55(1), 257-282.

HajiAghaee, H., & Khalkhali, A. (2019). Monitoring the Entrepreneurship Ecosystem in Iranian Schools. The Journal of School Administration, 7(2), 166-190.

Hejazi, A., & Bakhtiari, A. (2018). Skill learning and entrepreneurship education in schools: challenges and strategies. The second national entrepreneurship conference. [In Persian]

Hiar, J.F., Hult, T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM). NewYork: Sage Publishing.

Hoveida, R., Ghafouri, Kh., & Dolati, A. A. (2017). Entrepreneurship, entrepreneur school, requirements of entrepreneur school. first national conference of entrepreneur schools (approaches, theories, dimensions and applied business from successful countries), Isfahan. [In Persian]

Jena, R. K. (2020). Measuring the impact of business management Student's attitude towards entrepreneurship education on entrepreneurial intention: A case study. Computers in Human Behavior, 107, 106275.

Karlsson, T., & Moberg, K. (2013). Improving perceived entrepreneurial abilities through education: exploratory testing of an entrepreneurial self-efficacy scale in a prepost setting. Int J Manag Educ, 11(1), 1–11.

Kazemi Torghaban, M., Mobaraki, M. H. (2012). The effect of entrepreneurship on Iran's economic growth using Bayesian mediation approach. Journal of Entrepreneurship Development, 5(17), 125-144. [In Persian]

Khoroushi, P., Nasr, A. R., Mirshah Ja’fari, E., & Musapour, N. (2017). A Study of the Approach to Training Qualified Teachers on the Basis of the Educational Development Document of the Islamic Republic of Iran. Culture strategy, 10(37), 163-186. [In Persian]

Azizi, M., & Taheri, M. (2013). The effect of entrepreneurship education on students' entrepreneurial intentions and characteristics. Innovation and value creation, 4(2), 71-82. [In Persian]

Kyrö, P., & Carrier, C. (2005). The dynamics of learning entrepreneurship in a cross-cultural university context. University of Tampere, Faculty of Education, Research Centre for Vocational and Professional Education.

Liñán, F., Rodríguez-Cohard, J. C., & Rueda-Cantuche, J. M. (2011). Factors affecting entrepreneurial intention levels: a role for education. International Entrepreneurship and Management Journal, 7(2), 195-218.

Loi, M., Fayolle, A., Van Gelderen, M., Riot, E., Refai, D., Higgins, D., Haloub, R., Alexandre Yshikawa Salusse, M., Lamy, E., Verzat, C., & Cavarretta, F. (2022). Entrepreneurship Education at the Crossroads: Challenging Taken-for-Granted Assumptions and Opening New Perspectives. Journal of Management Inquiry, 31(2), 123-134.

Neumann, T. (2021). The impact of entrepreneurship on economic, social and environmental welfare and its determinants: a systematic review. Management Review Quarterly volume, 71, 553-584.

Mei, H., Lee, C. H., & Xiang, Y. (2020). Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education. Education Sciences, 10(9), 1-18.

Mohammadpour, A., toorani, H., & Abdollahi, B. (2021). Providing a conceptual model for entrepreneurial teacher-student training at Farhangian University. MEO, 9(2), 323-346. [In Persian]

Panigrahi, A. K., & Joshi, V. (2016). Entrepreneurship Education and Economic Development: An Indian Perspective. Indian Journal Of Rural And Urban Development, 5(1), 1-17.

Nabi, G., Liñán, F., Fayolle, A., Krueger, N., & Walmsley, A. (2017). The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education, 16(2), 277-299.

Nabi, G., Walmsley, A., Liñán, F., Akhtar, I., & Neame, C. (2018). Does entrepreneurship education in the first year of higher education develop entrepreneurial intentions? The role of learning and inspiration. Studies in Higher Education, 43(3), 452-467.

Najafi Hezarjaribi, H., & Ashrafi, S. (2018). Identifying Teachers’ Entrepreneurial Indicators and Evaluating the Current Status of Entrepreneurship among Teachers. QJFR, 14(4), 7-28. [In Persian]

Najafi, H., & Ashrafi, S. (2016). Identifying the entrepreneurship symptoms of teachers and evaluating its current situation. Family and Research, 14(4), 7-28. [In Persian]

Oosterbeek, H., Van Praag, M., & Ijsselstein, A. (2010). The impact of entrepreneurship education on entrepreneurship skills and motivation. European economic review, 54(3), 442-454.

Othman, N. H., & Othman, N. (2019). A Systematic Review on Entrepreneurship Education in Higher Learning Institutions in Southeast Asia. Universal Journal of Educational Research, 7(11), 2406-2416.

Re adegard, I.K. (2012). Entrepreneurship in teacher education in Norway and Namibia. One comparative analysis of entrepreneurial approaches in teacher qualification. PhD thesis.

Saadati, E., Heydari, H., Saadati, E., & Nodehi, H. (2014). The role of teacher training centers in the development of entrepreneurship, the first international humanities conference with an indigenous-Islamic approach and with an emphasis on modern research, Sari. [In Persian]

Saljoghi, Kh. (2014). The role of entrepreneurship education in the educational system of the Islamic Republic of Iran, 1404. Journal of Science and Technology Policy Letters, 3(1), 85-110. [In Persian]

Sandi, A., & Mafizatun Nurhayati, M. (2020). Effect of Entrepreneurship Education, Family Environment and Self-Efficacy on Students Entrepreneurship Intention. Proceedings of the 4th International Conference on Management, Economics and Business (ICMEB 2019).

Santos, X. N., & Morris, M. (2019). Special Issue on Entrepreneurship Education. Journal of Small Business Management, 57(S1), 4-5.

Sayevand, Z., E'elami, F., Salimi Namin S., & Abolghasemi, M. (2022). Characteristics, skills and entrepreneurial actions of teacher entrepreneurs: a systematic review with meta-combination. Development of Quarterly Journal of Training & Human Resources, 8(31), 102-128. [In Persian]

Seikkula-Leino, J., Satuvuori, T., Ruskovaara, E., & Hannula, H. (2015). How Do Finnish Teacher Educators Implement Entrepreneurship Education?. Education & Training, 57(4), 392-404.

Shakeri Siahkamari, Sh., Yarmohammadzadeh, P., & Yarigholi, B. (2018). Identifying the mindset of entrepreneurial teachers regarding the factors related to the promotion of entrepreneurial culture in schools. School Management Magazine, 6(2), 243-263. [In Persian]

Shulman, L. S., & Shulman, J. H. (2004). How and What Teachers Learn: A Shifting Perspective. Curriculum Studies, 36(2), 257-271

Simona, V., & Johana, R. (2017). Curricular improvements for entrepreneurial education. Proceedings of the International Conference on Business Excellence, 11(1), 302-311.

Strachan, G. (2018). Can education for sustainable development change entrepreneurship education to deliver a sustainable future?. Discourse and Communication for Sustainable Education, 9(1), 36-49.

Toghrāyi, M., Mirvāhedi, S., & Hashemi, S. (2019). Designing the entrepreneurial education model. Journal of Educational Innovation, 18(3), 59-82. [In Persian]

Wallin, J. (2014). Entreprenörskap i skolan: Formulering och transformering av GY11 nom gymnasieskolans hantverk-sprogram. Licentiatavhandling. Linköping: Linköpings universitet.

Wu, Y. C. J., Kuo, T., & Shen, J. P. (2013). Exploring social entrepreneurship education from a web-based pedagogical perspective. Computers in Human Behavior, 29(2), 329-334.

YazdanPanah, M., & Zobeidi, T. (2017). The effect of entrepreneurial characteristics on entrepreneurial intention in Ramin University of Khuzestan. Research and Planning Quarterly in Higher Education, 23(2), 115-131. [In Persian]

Zainuddin, M. N. (2012). University's Entrepreneurship Education: Creating Meaningful Impression for New Generation. In (Ed.), Entrepreneurship - Born, Made and Educated. IntechOpen.

Zia, B., & Vaghar mousavi, M. (2016). Investigating the Effect of Formal Entrepreneurship Trainings on Entrepreneurial Intention. Journal of Entrepreneurship Development, 9(31), 99-117. [In Persian]