How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation

Autor/inn/en	Capella-Peris, Carlos; Cosgrove, Mary Margaret; Salvador-García, Celina; Maravé-Vivas, María
Titel	How to Promote Social Entrepreneurship on Urban Education? An Active Learning Implementation
Quelle	In: Education and Urban Society, 55 (2023) 7, S.771-791 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capella-Peris, Carlos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221083551
Schlagwörter	Entrepreneurship; Urban Education; Active Learning; Physical Education Teachers; Teacher Education; Urban Schools; Flipped Classroom; Problem Solving; Teamwork; Case Studies; Black Colleges; Maryland (Baltimore) + Suchen Sie Ihr Suchwort? Unternehmungsgeist; Stadtteilbezogenes Lernen; Aktives Lernen; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Flipped classrooms; Flip teaching; Inverted teaching; Problemlösen; Case study; Fallstudie; Case Study
Abstract	This paper analyzes the effects of active learning (AL) on the social entrepreneurship (SE) of physical education teacher education students (n = 158) from an Urban School. AL participants applied several strategies including but not limited to flipped classroom, problem solving, team projects, or case studies. The topic was approached using mixed methods with methodological triangulation. Quantitative evidence was gathered through a quasi-experimental design of six non-equivalent groups implementing the "Social Entrepreneurship Competency Scale" (SECS). Meanwhile, qualitative analysis was undertaken analyzing 119 reflective journals. Quantitative results provide significant evidence regarding the positive effect of AL on SE. Qualitative analysis complements this view describing how SE was developed (e.g., providing-receiving feedback among peers). Additionally, data transformation displays an alternative analysis of the benefit provided. Our results display how AL improves SE of physical education teacher education students, enhancing new research into this direction to meet current education demands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01