Open Access Open Access  Restricted Access Subscription Access

Towards Entrepreneurship: Reflections between Theory and Practice


Affiliations
1 Innovation Support Centre, VSB-Technical University of Ostrava, Czech Republic
 

The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.

Keywords

Entrepreneurship Education, Late Modernity, Reflexivity, Facilitation.
User
Notifications
Font Size


  • Beran, J. & Mares, J &. Jezek, S. (2007) Rezervovane postoje ucitelu k dalsimu vzdelavani jako jeden z rizikovych faktoru kurikularni reformy. Orbis scholae, 1 (1), 111-130.
  • Beck, U. (2006). Vynalezani politiky. K teorii reflexivní modernizace. Praha: SLON.
  • Beck, U. (2004). Rizikova spolecnost. Na ceste k jine moderne. Praha: SLON.
  • Bridge, S. & O Neill, K. & Cromie, S. (2003).Understanding Entreprise, Entrepreneurship and Small Business. Hampshire: Palgrave Macmillan.
  • Drucker, P.F. (2004). Fungujici spolecnost. Praha: Management Press.
  • Fayolle, A.& Gailly, B..& Lassas-Clerc,N. (2006). Effect and Counter-effect of Entrepreneurship Education and Social Contect on Student's Intensions. E Studios de Econimia Aplicada 24, (2), 509-523.
  • Giddens, A. (2003). Dusledky modernity. Praha: SLON.
  • Gibb, A. A.(2002) In pursuit of a new ‘enterprise’ and ‘entrepreneurship’ paradigm for learning: creative destruction, new values, new ways of doing things and new combinations of knowledg., International Journal of Management Reviews, 4, (3),233-269.
  • Gibb, A.A. (2007). Creating the entrepreneurial university: do we need a different model of entrepreneurship. In Fayolle, A. (Edt) Handbook of research in Entrepreneurship Education, 1, (s. 67-104). Edward Elgar Publishing
  • Chisholm, L. (2008). Prostupnost vzdelavani a orientace na kompetence: nove presahy vseobecneho a odborneho vzdelavani. In Novotny, P. (Ed) Pracoviste jako prostor k uceni. Inspirativni studie.(s.61-69) Brno: MU Brno
  • Janik, T. & Slavik, J. (2011). Ucitel jako reflektivni praktik: podpora kvality realizace kurikula. In Janik, T., Slavik, J., & Najvar, P. et al. Kurikularni reforma na gymnaziich: od virtualnich hospitaci k videostudiim.1, 30-41. Praha: Narodni ustav pro vzdelavani.
  • Janik, T. et al., (2010). Kurikularni reforma na gymniziich v rozhovorech s koordinatory pilotnich a partnerskych skol. Vyzkumna zprava. Praha: Vyzkumny ustav pedagogicky v Praze.
  • Janik,T. (2005). Znalost jako klicova kategorie ucitelskeho vzdelavani. Brno: Paido.
  • Keller, Jan. (2007). Teorie modernizace. Praha: SLON.
  • Keynes J. M. (1963).: Obecna teorie zamestnanosti, uroku a penez. Praha: CSAV.
  • Korthagen, F. (2001). Linking practice and theory; The pedagogy of realistic teacher education. London: Erlbaum.
  • Kralova, A. (2007). Zvysovani kompetenci ucitelu v predmetu ekonomika vyucovanem na strednich skolach. In Analyza kompeteni ucitelu odbornych ekonomickych predmetu. Sbornek z mezinarodni vedecke konference, 36-40. Praha: VSE.
  • Lazarova, B. (2005). Osobnost ucitele a rezistence vuci zmene. In Sbornik praci Filozoficke fakulty brnenske univerzity. Rada pedagogicka. U10: Zmeny a inovace ve vzdelavani, 1, 109-122. Brno: Filozoficka fakulta MU Brno.
  • Lynch, M. (2000). Against reflexivity as an academic virtue and source of privileged knowledge. Theory, Culture & Society, 17 (3), 26-54.
  • Nader, C. (2010). Meet the alpha generation. Brisbane: Brisbane Times. Online: http://www.brisbanetimes.com.au/lifestyle/lifematters/meet-the-alpha-generation-20100320qmnr.html.
  • Navratil, P. (2009). Reflexivni vyuziti teorie v procesu posouzeni. (Studijni material). Online: http://is.muni.cz/el/1423/jaro2012/SPR819/um/Reflexivni_vyuziti_teorie_v_procesu_posouze ni.pdf.
  • Pasch, M. a kol.(1998). Od vzdelavaciho programu k vyucovaci hodine. Praha: Portal.
  • Petty, G. (2008) Moderni vyucovani. Praha: Portal.
  • Prucha, J., Walterova, E. & Mare;s, J. (2008). Pedagogicky slovnik. Praha: Portal.
  • Reich, R. B. (1995). Dilo narodu. Priprava na kapitalismus 21. stoleti. Praha: Prostor.
  • Sarasvathy, S. D. (2008). Effectuation. Elements of Entrepreneurial Expertise. Cheltenham: Edward Elgar.
  • Sedlacek, T. (2009). Ekonomie dobra a zla. Praha: Nakladatelstvi 65. pole.
  • Shackle,G.L.S. (1969). Ekonomika pro poteseni. Praha: Orbis.
  • Skalkova, J.(2007). Kategorie cile, kompetence, jejich vzajemny vztah a vyznam pro obsah vzdelavani v kontextu soucasnosti. Orbis Scholae,1 (1), 7-20.
  • Svoboda, M. (2002). Pojem fundamentalni nejistoty v postkeynesiovske ekonomicke teorii. Online: http://nb.vse.cz/~svobodam/Archiv_textu/Moje_texty/Diplomka.pdf.
  • Vasutova, J. (2004). Profese ucitele v ceskem vzdelavacim kontextu. Brno: Paido, 2004.
  • Evropska komise (2009): Projekt Best Procedure: Podnikani jako soucast odborneho vzdelavani a pripravy. Online: http://ec.europa.eu/enterprise/policies/sme/files/smes/vocational/entr_voca_cs.pdf.

Abstract Views: 43

PDF Views: 20




  • Towards Entrepreneurship: Reflections between Theory and Practice

Abstract Views: 43  |  PDF Views: 20

Authors

Tereza Benesova
Innovation Support Centre, VSB-Technical University of Ostrava, Czech Republic

Abstract


The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.

Keywords


Entrepreneurship Education, Late Modernity, Reflexivity, Facilitation.

References





DOI: https://doi.org/10.15759/ijek%2F2015%2Fv3i2%2F85637