The Transformation of Creativity in Entrepreneurial Learning in Teacher Education - Article 3 - Abstract and study findings

Oct 15, 2026

This study examines how students in a teacher education programme interpret entrepreneurial learning within early teacher education. Conducted in Sweden, it uses a design theoretical and multimodal perspective on learning and communication, drawing on course literature, teachers’ PowerPoint materials and handouts, and narrative texts written by students. Findings present the meanings attributed to entrepreneurial learning through analysis of the teaching setting and the transformation in students’ texts. The study concludes that entrepreneurial learning challenges traditional, authoritarian teaching, while also requiring a balance between control and freedom.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Policy context for entrepreneurship in education

Need for critical reflection in teacher education

Study project scope and purpose

Research questions

Australian Journal of Teacher Education | Volume 41 | Issue 6 | Article 3 | | --- | --- | | 2016
The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection
Anna Ehrlin
Mälardalen University Sweden, [anna.ehrlin@mdh.se](anna.ehrlin@mdh.se)
Eva Insulander
Mälardalen University, [eva.insulander@mdh.se](eva.insulander@mdh.se)
Anette Sandberg
Mälardalen University, [anette.sandberg@mdh.se](anette.sandberg@mdh.se) | | Recommended Citation Ehrlin, A., Insulander, E., & Sandberg, A. (2016). The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: A Critical Reflection. Australian Journal of Teacher Education, 41 (6). Retrieved from [http://ro.ecu.edu.au/ajte/vol41/iss6/3](http://ro.ecu.edu.au/ajte/vol41/iss6/3) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol41/iss6/3](http://ro.ecu.edu.au/ajte/vol41/iss6/3) The Transformation of Creativity in Entrepreneurial Learning in Teacher Education: a Critical Reflection Anna Ehrlin, Eva Insulander, Anette Sandberg, Malardalen University, Sweden Abstract: The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers’ PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students’ texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom. Introduction Since the late 1990s, entrepreneurship has been discussed in positive terms indifferent contexts and has been incorporated into different policy documents within the European Union, in the Organisation for Economic Co-operation and Development, OECD and in Sweden. A sense of entrepreneurship is, for example, one of the EU’s eight key competences for lifelong learning (European Commission, 2010) . This interest of entrepreneurship in education is not only a European issue, but can be described as a global movement visible in for example Africa and Australia (Falk-Lundqvist, Hallberg, Leffler, Svedberg, 2011). According to the Swedish Government’s strategy for entrepreneurship in education, entrepreneurial learning should be a common underlying theme of the entire educational system (Government Offices of Sweden, 2009). According to the Swedish National Agency for Education, entrepreneurial learning is about “developing and stimulating competencies like taking initiative, responsibility and the ability to turn ideas into action. It isabout developing curiosity, self-esteem, creativity and the courage to take risks”(The National Agency for Education, 2015, p.3) . In primary and secondary school in Sweden, the intention is primarily for pupils to develop abilities that promote entrepreneurship, through entrepreneurial learning. In upper secondary school, entrepreneurship is a programme specialisation subject within the Business Management and Economics programme. The National Agency for Education has been commissioned by the Swedish government to encourage working with entrepreneurship in schools, and this should permeate all school levels. In the current curricula for compulsory and upper secondary school from 2011, it is stated that all students should learn entrepreneurship and there are similar formulations relating to preschool. In educational practice, this has mainly bee

FAQs

What is the study’s main purpose?

The study examines how students on a teacher education programme interpret entrepreneurial learning.

How was the research conducted?

The study was performed in Sweden using a design theoretical and multimodal perspective, analyzing course literature, teachers’ materials (PowerPoint and handouts), and student narrative texts.

What do the findings suggest about entrepreneurial learning?

Entrepreneurial learning is described as challenging traditional, authoritarian teaching, but it also seems necessary to develop entrepreneurial abilities, requiring a balance between control and freedom.

Oct 15, 2026

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