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

• Published in: Sustainability
• Main Authors: Weicht, Rebecca, Jónsdóttir, Svanborg R.
• Other Authors: Faculty of Education and Diversity
• Format: Article in Journal/Newspaper
• Language: English
• Published: 2021
• Subjects: Samfélagsmál; Nýsköpunarmennt; Nýsköpun (námsgrein); Sköpunargáfa; Action competence; Creativity; Entrepreneurial education; Innovation; Social change; Sustainability education; Geography; Planning and Development; Renewable Energy; Sustainability and the Environment; Environmental Science (miscellaneous); Energy Engineering and Power Technology; Management; Monitoring; Policy and Law; Iceland
• Online Access: https://hdl.handle.net/20.500.11815/2752; https://doi.org/10.3390/su13158574

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. 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. Peer reviewed