Entrepreneurship teaching: A study about best practices and antecedents of Brazilian teachers

Authors

  • Artur Tavares Vilas Boas Ribeiro Department of Production Engineering, Polytechnic School of the University of São Paulo (Poli-USP), São Paulo, SP, Brazil https://orcid.org/0000-0002-0951-7191
  • Cesar Alves Ferragi Department of Geography Tourism and Humanities, Federal University of São Carlos (DGTH-So UFSCar), Sorocaba, SP, Brazil https://orcid.org/0000-0001-8066-500X
  • Maria Angelica do Carmo Zanotto Coordination of Pedagogical and Formative Innovations, Federal University of São Carlos (SEaD-UFSCar), São Carlos, SP, Brazil https://orcid.org/0000-0002-3387-6354
  • André Coimbra Felix Cardoso Department of Administration, Federal University of São Carlos (DAdm-UFSCar), UFSCar, Sorocaba, SP, Brazil

DOI:

https://doi.org/10.14211/ibjesb.e2133

Keywords:

Entrepreneurship education, Entrepreneurship, Teaching career, Pedagogical practices, Teacher’s background

Abstract

Objective: to know concrete practices of teaching entrepreneurship, as well as the professional/academic background of teachers, in order to fill gaps observed in the literature on the subject. Method: data collection of entrepreneurship teachers recognized for their classroom practice (selected by the snowball procedure), through 10 semi-structured and in-depth interviews, examined by the content analysis technique. Results: identification of 30 best practices, categorized according to their emphases and respective bases, highlighted here in parentheses. They are: (a) learning (projects), (b) learning (problems), (c) reflective exercises, (d) expository (cases), (e) expository (invited entrepreneurs), and (f) expository (debates and quizzes). After detailing the activities, findings about the teachers' background were presented, in a complementary way, such as entrepreneurial experience, professional and international experiences, corroborating the existing literature on the subject. Theoretical/methodological contributions: by presenting boundaries, in terms of classroom approaches, the best practices contribute to the literature, as they strengthen the arguments in favor of experiential models, as well as project-based or problem-based learning. In addition, the results confirm what the literature points out in relation to the antecedents of entrepreneurship teachers. Originality/Relevance: this study deepens the understanding of best practices in entrepreneurship education, something previously mentioned as superficial and generic (Gedeon, 2014). Social/managerial contributions: the results allow entrepreneurship teachers to replicate best practices within their educational settings, as the paper provides a wide range of detailed pedagogical practices that they might employ.

JEL Code: L23, I23, I28 e I25

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Author Biographies

Artur Tavares Vilas Boas Ribeiro, Department of Production Engineering, Polytechnic School of the University of São Paulo (Poli-USP), São Paulo, SP, Brazil

is a professor at the University of São Paulo (USP), working in the Department of Production Engineering at the Polytechnic School of USP. He holds a master's degree and a Ph.D. from the School of Economics and Administration at USP (FEA-USP). His areas of interest include Entrepreneurship, Education, Universities and Entrepreneurship Ecosystems. His articles have been published in journals such as Education + Training, International Journal of Entrepreneurship and Innovation Management, and Journal of Studies in International Education.

Cesar Alves Ferragi, Department of Geography Tourism and Humanities, Federal University of São Carlos (DGTH-So UFSCar), Sorocaba, SP, Brazil

is an associate professor of entrepreneurship, management and tourism marketing in the Department of Geography, Tourism and Humanities at the Federal University of São Carlos (UFSCar), Sorocaba campus. He holds a Ph.D. and a master's degree in public administration from the International Christian University (ICU), located in Tokyo, Japan, and a degree from the Fundação Getulio Vargas School of Business Administration (EAESP-FGV). His areas of interest include Psychoanalysis, Innovation, Social Constructionism, Entrepreneurship, Tourism, International Education, Asia, Latin America and Public Security. His articles have been published in journals such as Journal of Entrepreneurship Education, Manual SAGE de Práticas de Construcionismo Social and Revista Brasileira de Segurança Pública.

Maria Angelica do Carmo Zanotto, Coordination of Pedagogical and Formative Innovations, Federal University of São Carlos (SEaD-UFSCar), São Carlos, SP, Brazil

is a senior technician at the Federal University of São Carlos, at the General Secretariat of Distance Education, where she is coordinator in the Coordination of Pedagogical and Formative Innovations. She has a post doctorate, Ph.D. and master's degree from UFSCar, in the area of ​​Education. She completed a specialization in Technological Innovation Management (MBI UFSCar). Research and action focuses: engineering education, innovation in education, pedagogical planning in distance education, blended learning, information and communication technologies for education, theories of learning. She has articles published in journals and conferences in the field of Education.

André Coimbra Felix Cardoso, Department of Administration, Federal University of São Carlos (DAdm-UFSCar), UFSCar, Sorocaba, SP, Brazil

is an associate professor of Strategic Administration and Entrepreneurship at the Department of Administration at UFSCar Sorocaba (DAdm-So). He has a Ph.D. from FEA-USP, a master's degree from UFSC and a degree from UFSC. His areas of interest include Innovation, Entrepreneurship, Strategic Management and Business Sustainability. His articles have been published in journals such as Journal of Entrepreneurship Education, Revista de Administração da UFSM and Revista de Gestão Social e Ambiental.

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Published

2022-11-16

How to Cite

Ribeiro, A. T. V. B., Ferragi, C. A., Zanotto, M. A. do C., & Cardoso, A. C. F. (2022). Entrepreneurship teaching: A study about best practices and antecedents of Brazilian teachers. Iberoamerican Journal of Entrepreneurship and Small Business, 11(3), e2133. https://doi.org/10.14211/ibjesb.e2133

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