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Education for social change : The case of teacher education in wales

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dc.contributor.author Weicht, Rebecca
dc.contributor.author Jónsdóttir, Svanborg R.
dc.date.accessioned 2021-12-17T01:01:38Z
dc.date.available 2021-12-17T01:01:38Z
dc.date.issued 2021-07-31
dc.identifier.citation Weicht , R & Jónsdóttir , S R 2021 , ' Education for social change : The case of teacher education in wales ' , Sustainability (Switzerland) , vol. 13 , no. 15 , 8574 . https://doi.org/10.3390/su13158574
dc.identifier.issn 2071-1050
dc.identifier.other PURE: 37448523
dc.identifier.other PURE UUID: eb19d693-5b62-498d-802a-6dccec2815c5
dc.identifier.other Scopus: 85112617034
dc.identifier.other unpaywall: 10.3390/su13158574
dc.identifier.uri https://hdl.handle.net/20.500.11815/2752
dc.description Funding Information: Acknowledgments: We want to thank the University of Iceland Research Fund for the grant allocated to this research and the Educational Research Institute at the University of Iceland for advice and administrative support. The authors are grateful to Andy Penaluna, the editors of this issue, as well as anonymous referees for feedback on earlier versions of this paper. We also want to thank our language editor Jakob Maas for his excellent and swift services. Publisher Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
dc.description.abstract Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing docu-mentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.
dc.language.iso en
dc.relation.ispartofseries Sustainability (Switzerland); 13(15)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Samfélagsmál
dc.subject Nýsköpunarmennt
dc.subject Nýsköpun (námsgrein)
dc.subject Sköpunargáfa
dc.subject Action competence
dc.subject Creativity
dc.subject Entrepreneurial education
dc.subject Innovation
dc.subject Social change
dc.subject Sustainability education
dc.subject Geography, Planning and Development
dc.subject Renewable Energy, Sustainability and the Environment
dc.subject Environmental Science (miscellaneous)
dc.subject Energy Engineering and Power Technology
dc.subject Management, Monitoring, Policy and Law
dc.title Education for social change : The case of teacher education in wales
dc.type /dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article
dc.description.version Peer reviewed
dc.identifier.doi https://doi.org/10.3390/su13158574
dc.relation.url http://www.scopus.com/inward/record.url?scp=85112617034&partnerID=8YFLogxK
dc.contributor.department Faculty of Education and Diversity

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