Learning for Entrepreneurial Teaching Practice Complex Conclusions from Complex Systems

Helena Sagar
CUL Research School, Department of Physics, University of Gothenburg, SE, e-mail: helena.sagar@kungsbacka.se Mentors: Prof. Ann-Marie Pendrill and Dr. Anita Wallin

Background
Actors from the fields of education research, politics as well as the working field advocate for teachers to present students with more opportunities to make use of and practice entrepreneurial skills. Entrepreneurial learning environments, like authentic and inquiry based environments, have been shown to increase student interest and motivation in science and technology, through creating a deeper sense of meaning to learn the subjects. Teachers need to get exposed to and reflect on entrepreneurial learning practices through continuing professional development, CPD. In this study both short- and long-term effects from a five-day-long CPD course on entrepreneurial learning are evaluated.

Theoretical Frameworks
1. Evaluation of CPD: Model by Harland and Kinder (1997) including 8 categories of teachers expressed outcomes, shown to have impact on practice the ultimate goal. 2. Comparison of short- and long-term effects of CPD The complexity theory, complex systems theory, presented by Opfer and Pedder (2011), can be used to describe and explain non-coherent outcomes for teachers in the same professional context as well as coherence in outcomes for teachers in different professional contexts.

Analysis of data
The interviews were transcribed and the teachers statements were coded against nine categories of outcomes according to the CPD evaluation model presented by Harland and Kinder (1997). Short- and long-term outcomes were compared for each individual teacher. Each teachers degree of professional growth was assessed and compared with the growth of colleagues in the same professional context in the purpose of identifying general success factors. Finally, the teachers different degrees of growth was analyzed within the framework of the theory of complex systems for teacher learning.

Collection of data
9 teachers who had taken part in the same CPD course on entrepreneurial learning were interviewed using open-ended questions 3-6 months as well as 30 months after the course.

Implications
We, teachers, undergo different processes for learning and professional growth, so look into who and where we are before finalizing the plan for the CPD if you want long-term effects! I have too many colleagues in my teachers team who just want to stick to the old way of teaching! Why is he not able to recognize that our teachers team does want to develop?

No, no, no, my students would not be able to take that responsibility! No way!

But when are the students going to learn the things which they have to learn, the facts? When am I going to cover the text-book?

Findings Research Questions

1.What short- and long-term outcomes can be identified from a CPD course on entrepreneurial learning? 2.In what way do the outcomes vary over time for the individual respondent? 3.What general factors for long-term effective CPD can be identified? 4.How can similar and different degrees of teacher growth be explained?
1. The teachers statements in whole reveal outcomes in all 8 categories as well as impact on practice. 2. Some teachers express further professional growth over time, while others express professional regression in relation to shaping an entrepreneurial learning environment. 3. An effort to identify general factors for an effective CPD on a long-term basis failed. 4. The material indicates that different degrees of professional growth can be explained by the degree and character of collaborative support. Furthermore, the individual teachers attitudes and beliefs as well as years of teaching experience seem to be of importance.