La autopercepción de la competencia emprendedora de futuros maestros/as de educación primaria

Abstract

Research on entrepreneurial competence in education is in full swing, especially since 2006 when theEuropean Parliament and the Council of the European Union (2006) highlighted entrepreneurial com-petence as one of the eight key competences for lifelong learning. An example of this is the publicationof the European entrepreneurial competence frameworks EntreComp (Bacigalupo et al., 20016) andEntreCompEdu (Grigg, 2020). Their aim is none other than to equip people, including teachers at diffe-rent educational levels, with a wide range of key competences that contribute to personal development,social inclusion, active citizenship and employment. This study is based on the need to train futureteacherpreneurs (Arruti et al., 2021). Its aim is to develop a questionnaire to assess the self-perceptionof the entrepreneurial competence (sub-competences entrepreneurial knowledge and awareness, andevaluation of EntreCompEdu) of future primary education teachers. After drawing up the questionnaireand submitting it to expert judgement, it was sent to students from different promotions of the degree inprimary education at the University of Deusto (304 subjects). A total of 182 responses (60%) were re-ceived and it was concluded that with a confidence level of 95% and a margin of error of 5%, the samplewas representative. Among the results obtained, the following stand out: significantly higher averagein the sub-competence of entrepreneurial knowledge and awareness of students from previous yearscompared to the current academic year; significant influence of gender, not promotion, of the studentsin both sub-competences, being higher in women than in men; 85.2% of the sample were unaware ofthe existence of EntreComp and EntreCompEdu; and only 28% of the respondents were aware of thepurpose and benefits of entrepreneurial education. It is still striking that there are students (12.6%) whosay that they will not assess entrepreneurial skills or that they believe that teachers should not do so.These results allow us to continue to insist on the need to include entrepreneurial skills in the curriculaof the primary education degree, as has been done in the new Spanish education law.