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  • 1.
    Falk Lundqvist, Åsa
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hallberg, Per-Gunnar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Entreprenöriellt lärande: i praktik och teori2014 (ed. 1)Book (Other academic)
  • 2.
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entreprenöriell pedagogik - varför det?2011In: Grundskoletidningen, ISSN 1652-7844, Vol. 21, no 6, p. 6-9Article in journal (Other academic)
    Abstract [sv]

    Klassrummen idag är fullsatta av barn som ifrågasätter, vill lära sig, söker meningsfullhet, vill pröva sig fram och som vill att vuxna tar dem på allvar. Men vad är det som händer sedan, när skolan börjar vara vardag, när livet blir mer komplicerat och stödet från de vuxna minskar?

  • 3.
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Arts, Department of Teacher Education in Swedish and Social Sciences.
    Forumspel i lärande2006In: Gestaltande metoder i universitetspedagogik: bildskapande och forumspel / [ed] Margareta Erhardsson, Umeå: Universitetspedagogiskt centrum, Umeå universitet , 2006, p. 30-39Chapter in book (Other academic)
  • 4.
    Falk-Lundqvist, Åsa
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hallberg, Per-Gunnar
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Svedberg, Gudrun
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Entreprenöriell pedagogik i skolan: Drivkrafter för elevers lärande2011 (ed. 1)Book (Other academic)
  • 5.
    Leffler, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Drivkraft Söderhamn: resultat och reflektion ur ett vetenskapligt perspektiv2014Report (Other academic)
    Download full text (pdf)
    fulltext
  • 6.
    Leffler, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Entrepreneurial learning and school improvement - a Swedish perspective2016Conference paper (Other academic)
    Download full text (pdf)
    fulltext
  • 7.
    Leffler, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Falk-Lundqvist, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    What about Students’ Right to the “Right” Education?: An Entrepreneurial Attitude to Teaching and Learning2013In: International Educational Innovation and Public Sector Entrepreneurship / [ed] Alexander W. Wiseman, Emerald Group Publishing Limited, 2013, p. 191-208Chapter in book (Refereed)
  • 8.
    Svedberg, Gudrun
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Falk Lundqvist, Åsa
    Umeå University, Faculty of Social Sciences, Department of Education.
    Leffler, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Collegial learning – an opportunity for educational development of entrepreneurial learning?2018In: NERA 2018: Abstract book: Educational Research: Boundaries, Breaches and Bridges, Research Council of Norway, 2018, p. 562-562Conference paper (Refereed)
    Abstract [en]

    Research topic/aim Entrepreneurship in a school setting, and what is called entrepreneurial learning, has been problematized over the last twenty years and also implemented in various ways and with varying success in both the Nordic and other European countries' school systems. In many ways, the introduction of the concept has been linked to school development and teachers' professional development (Sagar, 2013) and various forms of in-service training have contributed to this. Different kinds of mentoring processes to enhance teachers’ collective learning and professional development have become more and more common as in-service training, for example Teacher Learning Communities. In this paper we use the concept collegial learning for those different methods aimed at teachers together and under supervision creating knowledge for development. However, and surprisingly, collegial learning does not seem to be discussed or studied as a method for developing teachers’ knowledge about entrepreneurial learning in school. The purpose of this study is to investigate and discuss collegial learning as a strategy for teachers’ in-service training and knowledge development and especially, as a strategy for understanding and developing entrepreneurial learning in schools.  Theoretical framework The study is based on several theoretical approaches and research, especially theories of collegial learning (Langelotz 2017), leadership (Ruskovaara & Pihkala, 2015) and entrepreneurial learning (Jones & Iredale, 2010). Methodology/research design The study is based on two part-studies. In the first part-study, four questionnaires have been continuously sent out and answered by mentors who lead teacher groups in collegial learning. In the second part-study, observations of teaching and interviews with mentors at an elementary K-9 school have been conducted. Common to both sub-studies is that the educators receive training and guidance in managing these processes. Expected conclusions/findings Preliminary results of these studies show that supervisors face structural barriers and interpersonal challenges. Teachers' experience exchanges prove to lead to both adaptation and development of the tasks they have to solve together. An adaptive learning leads to more routine and reproductive action, while development-oriented learning involves discovering and testing new action options. In terms of educational development towards increased entrepreneurial learning, the preliminary results show that adaptive learning is counterproductive. In order to meet changes in the surrounding world and promote entrepreneurial learning and diversity, different ways of action and reasoning are needed, which according to research should benefit from a development-oriented approach.

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