Teachers' Interpretations of Entrepreneurial Learning in Social Studies : A Qualitative Interview Study Exploring Teachers’ Perceptions and Practices of Entrepreneurial Learning

The purpose of this study is to investigate how social studies teachers in Sweden´s upper secondary school interpret and apply entrepreneurial learning, with a particular focus on their use of reflective- and knowledge-testing questions in their education. The study also analyses how entrepreneurial learning might support the development of students’ civic competences. The research is conducted as a multiple case study, using semi-structure interviews to collect teachers’ perceptions and practices regarding entrepreneurial learning, with a specific focus on questioning techniques. A deductive approach is applied, where the theoretical framework, based on Dewey’s, concept of learning by doing and Biestas understanding of education as three main functions, subjectification, socialisation and qualification to analyse the respondents’ answers. The results shows that teachers express a clear intention to use entrepreneurial learning as a pedagogical approach. They do that by highlighting the value of connecting teaching to students lives to bridge the school´s dual mission. Providing structure and support is seen essential for students to take “ownership of their learning” and develop actional knowledge. The conclusions however, shows that teachers perceive a lack of willingness among colleagues in other subjects to adopt entrepreneurial learning, often due to their association to business and entrepreneurship. This highlights the persistent issue of definitional ambiguity, which must be addressed for its full pedagogical potential to be realised.