Гордана М. Степић, Универзитет у Крагујевцу, Факултет педагошких наука, Јагодина, Србија, имејл: gstepic@np.ac.rs
Иновације у настави, XXXVII, 2024/2, стр. 85–98

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2402085S

Резиме: Сматра се да су самоефикасност и предузетничке способности будућих наставника/васпитача важне карактеристике које утичу на квалитет васпитно-образовног рада и стварање прилика за развој компетенција за целоживотно учење ученика/деце. Циљ истраживања је да се испитају општa самоефикасност и предузетничке способности студенткиња – будућих васпитачица након реализованог програма за подстицање предузетништва. Истраживање је реализовано на узорку од 132 студенткиње друге, треће и четврте године основних академских студија (N=132). Будуће васпитачице процењују да су општа самоефикасност и њихове предузетничке способности након реализованог програма изнад просека. Постоји позитивна, умерена повезаност између нивоа опште самоефикасности будућих васпитачица и њихове процене о својим предузетничким способностима. Успех на студијама је у позитивној слабој корелацији са нивоом опште самоефикасности и у позитивној, веома слабој корелацији са нивоом предузетничких способности. Ниво опште самоефикасности и ниво предузетничких способности разликују се према години студија (студенткиње друге године имају највише скорове на обе скале, следе студенткиње четврте године, а најниже скорове на обе скале имају студенткиње треће године), што нам указује на потребу за даљим истраживањем фактора који су томе допринели. Не можемо са сигурношћу да тврдимо да је примена краткорочног програма за подстицање предузетништва, уклопљеног у наставне предмете, утицала на било коју варијаблу. Потребно је даље промишљање о моделима увођења предузетничког образовања у иницијално образовање васпитача, као и о адекватним техникама и инструментима проучавања ове проблематике.

Кључне речи: општа самоефикасност, предузетничке способности, студенткиње – будуће васпитачице, програм за подстицање предузетништва

Summary:  It is believed that the self-efficacy and entrepreneurial abilities of the pre-service preschool teachers are important characteristics that influence the quality of educational work and create opportunities for the development of competencies for the lifelong learning of students/children. The aim of the research is to examine the general self-efficacy and entrepreneurial abilities of the female pre-service preschool teachers after the implemented program for encouraging entrepreneurship. The research was conducted on a sample of 132 female students in the second, third, and fourth year of undergraduate studies (N=132). Future teachers estimate that their general self-efficacy and entrepreneurial abilities are above average after the implemented program. There is a positive, moderate correlation between the level of the general self-efficacy of the pre-service preschool teachers and their evaluation of their entrepreneurial abilities. The students’ grades are in a positive weak correlation with the level of the general self-efficacy, and in a positive, very weak correlation with the level of their entrepreneurial abilities. The level of the general self-efficacy and the level of the entrepreneurial abilities differ relative to the year of study (the second-year female students have thehighest scores on both scales, followed by the fourth-year female students, while the third-year female students have the lowest scores on both scales), which indicates the need for further research into factors that contributed to it. We cannot claim with certainty that the implementation of the shortterm program for encouraging entrepreneurship, integrated into the academic courses, affected any variable. It is necessary to think further about the models of introducing entrepreneurship education in the initial education of the preschool teachers, as well as about adequate techniques and instruments for researching this issue.

Keywords: general self-efficacy, entrepreneurial abilities, female pre-service preschool teachers, program for encouraging entrepreneurship

Литература

• Bacigalupo, M., Kampylis, P., Punie, Y., & Van den Brande, L. (2016). EntreComp: The Entrepreneurship Competence
  Framework. Publications Office of the European Union.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Bandura, A. (1989). Human Agency in Social Cognitive Theory. American Psychologist, 44(9), 1175‒1184.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117‒148.
• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
• Bjekić, D., Zlatić, L. i Zlatković, B. (2023). Preduzetnička orijentacija studentkinja prosvetnih profesija. Inovacije u nastavi, 36(1), 70–85. https://doi.org/10.5937/inovacije2301070B
• Boyd, N. G., & Vozikis, G. S. (1994). The Influence of Self-Efficacy on the Development of Entrepreneurial Intentions and Actions. Entrepreneurship: Theory & Practice, 18, 63–77.
• Bullock, A., Coplan, R. J., & Bosacki, S. (2015). Exploring links between early childhood educators’ psychological characteristics and classroom management selfefficacy beliefs. Canadian Journal of Behavioral Science, 47(2), 175‒183.
• Chai, F. T., Zaidatol, A. L. P., Asimiran, S., & Jusoh, R. (2013). Learning styles among students pursing entrepreneurship course in higher education. Pertanika Journal of Social Sciences & Humanities, 21(2), 605‒620.
• Chen, C. C., Greene, P. G., & Crick, A. (1998). Does Entrepreneurial Self-efficacy Distinguish Entrepreneurs from Managers? Journal of Business Venturing, 13, 295–316.
• Deveci, İ., & Seikkula-Leino, J. (2018). A review of entrepreneurship education in teacher education. Malaysian Journal of Learning and Instructions, 15(1), 105‒148.
• Elaldi, S., & Yerliyurt, S. (2016). Preservice Preschool Teachers’ Self-Efficacy Beliefs and Attitudes toward Teaching Profession. Educational Research and Reviews, 11(7), 345‒357. https://doi.org/10.5897/ERR2016.2648
• European Commission. (2014). Entrepreneurship education: A guide for educators. Directorate-General for Enterprise and Industry. https://doi.org/10.2769/51003
• Harper, S. C. (1991). The McGraw-Hill Guide to Starting Your Own Business. NcGraw-Hill Inc.
• Insulander, E., Ehrli, A., & Sandberg, A. (2015). Entrepreneurial learning in Swedish preschools: possibilities for and constraints on children’s active participation. Early Child Development and Care, 185(10), 1545‒1555. https://doi.org/10.1080/03004430.2015.1007967
• Kaya-Capocci, S. (2022). Entrepreneurship in Preschool Education: Turkish Preservice Teachers’ Entrepreneurship Features, Comparison with their Lecturers’ Views and Suggestions for Development. Education Quarterly Reviews, 5(4), 310‒325. https://doi.org/10.31014/aior.1993.05.04.593
• Keyhani, N., & Kim, M. S. (2021). A systematic literature review of teacher entrepreneurship. Entrepreneurship Education and Pedagogy, 4(3), 376‒395. https://doi.org/10.1177/2515127420917355
• Kondracka-Szala, M., & Malinowska, J. (2019). Entrepreneurship Education as a Challenge in the Education of Teachers of Pre-school and Early School Children – at the Intersection of Academic Theory and Practice. The New Educational Review, 58(4). https://doi.org/10.15804/tner.2019.58.4.12
• Krueger, N. F., & Brazeal, D. V. (1994). Entrepreneurial Potential and Potential Entrepreneurs. Entrepreneurship: Theory & Practice, 18, 91–104.
• Liñán, F., Battistelli, A., & Moriano, J. A. (2008). Entrepreneurial Intentions in Europe. In J. A. Moriano, M. Gorgievski, & M. Lukes, (Eds.). Teaching psychology of entrepreneurship: Perspectives from six European countries (pp. 21‒44). UNED.
• Lavender, A., & Raccuia, I. (2001). Entrepreneurial Profiling-Stimule, Reaction, Action; A Cognitive Approach to Entrepreneurship. Stockholm School of Economics.
• Leffler, E. (2014). Enterprise Learning and School Subjects – A Subject Didactic Issue? Journal of Education and Training, 1(2), 15‒30. https://doi.org/10.5296/jet.v1i2.5194
• Liñán, F., & Chen, Y. W. (2009). Development and Cross-cultural Application of Specific Instrument to Measure Entrepreneurial Intentions. Entrepreneurship Theory and Practice, 33(3), 593‒617.
• Markman G. D., & Baron R. A. (2003). Person-Entrepreneurship Fit: Why Some People are More Successful as Entrepreneurs than Others. Human Resource Management Review, 13, 281–301.
• McGee, J. E., Peterson, M., Mueller, S. L., & Sequeira, J. M. (2009). Entrepreneurial self–efficacy: Refining the measure. Entrepreneurship theory and Practice, 33(4), 965‒988.
• Pan, V., & Akay, C. (2015). Examining teacher candidates’ entrepreneurship levels in terms of various varables. Education Sciences, 10(2), 125‒138. https://doi.org/10.12739/NWSA.2015.10.2.1C0637
• Popović, D., i Ristanović, D. (2020). Potencijali projektne nastave za razvijanje međupredmetnih kompetencija. Uzdanica, 17(2), 281–294. https://doi.org/10.18485/uzdanica.2020.17.2.19
• Schwarzer, R., Bäsler, J., Kwiatek, P., Schröder, K., & Zhang, J. X. (1997). The assessment of optimistic selfbeliefs: Comparison of the German, Spanish, and Chinese versions of the general self-efficacy scale. Applied Psychology: An International Review, 46(1), 69‒88.
• Sokić, J., i Popov, S. (2019). Osobine ličnosti uspešnih preduzetnika. Tims.Acta, 13, 107‒116.
• Somer, A., Arsić, K., Govedarica, N., Nikolić, K., Pavković, M., Subotić, L., i Todorović, M. (2008). Stavovi studenata Univerziteta u Beogradu o preduzetništvu mladih u Republici Srbiji. Centar za međunarodnu javnu politiku.
• Stamatović J., i Zlatić L. (2021). Entrepreneurship and the Education of Future Teachers. Journal of Elementary Education, 14(1), 13‒30. https://doi.org/10.18690/rei.14.1.13-30.2021
• Tican, C. (2020). Preservice teachers’ entrepreneurship characteristics and views of career stress. Journal of the Human and Social Science Researches, 9(3), 2768‒2795.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783‒805.
• Uy, M. A., Chan, K., Sam, Y., Ho, M., & Chernyshenko, O. (2015). Proactivity, adaptability and boundaryless career attitudes: the mediating role of entrepreneurial alertness. Journal of Vocational Behavior, 86, 115–123.https://doi.org/10.1016/j.jvb.2014.11.005
• Yavuz Konokman, G., & Yanpar Yelken, T. (2014). Investigation of preschool teacher candidates’ attitudes towards learning and their entrepreneurship levels. International Online Journal of Educational Sciences, 6(3), 648‒665.
• Yeşilyurt, E. (2013). Academic Self-Efficacy Perceptions of Teacher Candidates. Mevlana International Journal of Education, 3(1), 93‒103.
• Yılmaz, H., İlknur Tunçeli, H., Akşin Yavuz, E., & Zembat, Z. (2022). Do preschool teacher candidates‘ selfefficacy beliefs and attitudes towards the profession predict their entrepreneurship? Journal of Pedagogical Research, 6(4), 234‒251. https://doi.org/10.33902/JPR.202215721
• Yin, Y., Yang, L., & Liu, B. (2020). Analysis on entrepreneurship psychology of preschool education students with entrepreneurial intention. Frontiers in psychology, 11, 1559‒1571. https://doi.org/10.3389/fpsyg.2020.01559
• Zakon o osnovama sistema obrazovanja i vaspitanja (2021). Sl. glasnik RS, br. 88/2017, 27/2018 ‒ dr. zakon,
  10/2019, 27/2018 ‒ dr. zakon, 6/2020 i 129/2021
• Zhao, H., Seibert, S. E., & Hills, G. E. (2005). The Mediating Role of Self-Eddicacy in the Development of Entrepreneurial Intentions. Journal of Applied Psychology, 90, 1265‒1272. https://doi.org/10.1037/0021- 9010.90.6.1265

Copyright © 2024 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited