Utfordringer med prosjektbaserte læringsformer og med lærerens praksisfellesskap ved bruk av programmet Ungdomsbedrift

Abstract

Note: This article was published in the journal FOU i praksis. The journal changed its name to Nordisk tidsskrift for utdanning og praksis in September 2019.

English title: Challenges with project-based learning forms and with the teacher’s practice community using the youth enterprise program

In this article, we ask what challenges the teachers experience when using the Company Programme (CP) as a project-based learning form and by developing a practice community. Based on concepts from project-based learning and situated learning theory, as well as qualitative interviews from secondary schools in five European countries, we see three challenges for teachers’ implementing CP: the project-based learning form; the development of a practice community; and the school leader’s support for CP. The teachers find themselves in a complex teaching context and are dependent upon colleagues, students, principals and mentors from the local business community to fulfil their roles. The teachers’ roles and tasks are challenged and expanded, and the need for more skills is evident, both formal, but also informal education, by transferring experience-based knowledge from the teaching context to the practice and learning community. Our contribution is to emphasize the need for an increased awareness of the teaching context in entrepreneurship education, which, hopefully, can inspire further research into more case-based studies in more countries, including in Norway.

Citation: Eide, T. H., Olsvik, V. M. og Stokke, M. (2018). Utfordringer med prosjektbaserte læringsformer
og med lærerens praksisfellesskap ved bruk av programmet Ungdomsbedrift. Tidsskriftet FoU i Praksis, 12(2), 85–101.