The ambiguity of pedagogical entrepreneurship–the state of the art and its challenges

Abstract

The implementation of pedagogical entrepreneurship in schools from the perspective of lifelong learning is of significant concern at policy levels, and research is an important source of information on this process. This review article focuses on the challenges revealed by research, examines the implementation of pedagogical entrepreneurship in teaching and learning, and considers the reasons for these challenges. Two main challenges are identified and discussed: the ambiguity of the pedagogical entrepreneurship concept and the tension between policy and practice. An increased emphasis on teacher learning processes and on the role of school leaders at the compulsory school level is suggested, and implications for teacher education programmes and further research on implementation of pedagogical entrepreneurship are proposed.