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Curriculum design: A gestalt approach to the pedagogy of entrepreneurship education with postgraduate student teachers in an Irish university

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dc.contributor.author Slattery, Gerard M.
dc.contributor.author Danaher, Morgan P.
dc.date.accessioned 2017-11-14T09:16:02Z
dc.date.available 2017-11-14T09:16:02Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/6257
dc.description peer-reviewed en_US
dc.description.abstract Significant evidence exists attributing the importance of entrepreneurship education (EE) to national competitive advantage (Henry and Treanor, 2012; Porter, 2011; Porter and Kramer, 2011; Carree and Thurik, 2010). Student numbers in formal EE programs in Irish second level schools are limited to those opting for special programs. This paper sets out to identify a more appropriate pedagogical approach to forming student teachers as teachers of EE in Irish second level schools. An action research methodology was adopted to review and improve the EE module on the teacher education postgraduate diploma in business in an Irish university. By adopting a gestalt approach, the researchers aimed to foster heightened awareness in teachers, to embed innovative pedagogical practice in EE paralleling best practice elsewhere. Rigor was added to the researchers‟ analysis of their own phenomenological interpretations of the module by incorporating feedback from focus groups of students involved, and individual students. The findings suggest that time constraints constricted development of an andragogical holistic approach, organic to fostering creativity and self-agency, the very gestalt characteristics aimed at being cultivated. Students expressed satisfaction with the collaborative course components – experiential and action centered. Grounded in the gestalt philosophy of awareness, self-regulation and creativity, it challenged static, traditional, didactic understandings of EE. For some students, this proved a significant challenge. The key finding from this study is that a holistic, two-layered approach, comprising of a foundational layer (encompassing practical steps in business start ups) and a transformational layer (focusing on more dynamic concepts that are philosophical and attitudinal in nature), is the optimal pedagogical strategy for the cultivation of an effective EE programme. en_US
dc.language.iso eng en_US
dc.publisher Universidad de Granada en_US
dc.relation.ispartofseries Journal for Educators, Teachers and Trainers JETT;6 (1), pp. 109–123
dc.relation.uri http://jett.labosfor.com/index.php/jett
dc.subject curriculum design en_US
dc.subject entrepreneurship education en_US
dc.subject gestalt en_US
dc.subject holistic en_US
dc.subject experiential en_US
dc.subject pedagogy en_US
dc.subject transformational en_US
dc.subject enterprise en_US
dc.title Curriculum design: A gestalt approach to the pedagogy of entrepreneurship education with postgraduate student teachers in an Irish university en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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