Teachers' entrepreneurship and non-cognitive skills: rethinking methods and models for initial training

Abstract

Within the broader construct of professionalism, the entrepreneurial competences of the teacher – closely linked to leadership and agency skills – assume central importance in order to cope with risks, changes and uncertainties in a complex organisation such as a school. We describe the results of an exploratory survey conducted with students of a course in Primary Education through the administration of a questionnaire with open and closed answers. The results of the survey suggest, also referring to the EntreComp and LifeComp competence frameworks, the rethinking of methods and models for initial teacher education. The perspectives outlined enhance the promotion of soft skills and non-cognitive competences of a transversal, adaptive, socio-emotional, metacognitive and self-regulatory type.