engleski

Piloting the Questionnaire for the Assessment of Entrepreneurial Competencies of Professionals in ISCED 2 Schools

This paper presents findings of the quantitative section of the study of strategic piloting of entrepreneurial learning instrument developed by SEECEL. The instrument was strategically piloted at 31 schools in eight countries and was aimed at the implementation of learning outcomes, in- service teacher training and school management training in different curricula and different curriculum systems. The European Competences Framework has fundamental grounds in the Bloom’s Taxonomy of Educational Objectives consisting of the three domains of learning: cognitive, affective and psycho-motor. In determining teacher and school management staff entrepreneurship competence, the researchers used questionnaire for measuring entrepreneurship-related learning outcomes. While one of the questionnaire sections focused solely on the entrepreneurial knowledge (cognitive domain – the level of remembering and understanding), the another part of the questionnaire accounted for the participants’ entrepreneurship related attitudes. Factorial analysis of the variables focusing on the entrepreneurship related attitudes resulted with two scales. First scale with the entrepreneurship- related learning outcomes in the cognitive domain for higher levels of learning, with a Cronbach's alpha score of 0.853. The second scale with the entrepreneurship-related learning outcomes in the affective domain with a Cronbach's alpha score of 0.892. The statistical consistency results are promising and guidelines for use of questionnaire in future studies are provided.

entrepreneurial learning; Blooms taxonomy; cognitive domain; affective domain; psychomotor domain

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