Et lærerperspektiv på elevbedrift i ungdomsskolen

Entrepreneurship has been utilised as a teaching method for several decades, both in Norway and internationally. There is research supporting the value of entrepreneurship in education, but this is primarily from upper secondary school, focusing largely on the extent to which students develop knowledge, entrepreneurial skills, and succeed in the workforce. In lower secondary school, research is notably lacking, and there is generally little research addressing non-cognitive skills, or "soft skills", such as engagement, self-esteem, cooperation, initiative, and decisiveness. These are skills central to the work with entrepreneurship in schools, involving the use of one's own resources and abilities to identify needs and challenges, and then come up with ideas and solutions in collaboration with others. This study examines a teacher's perspective on the potential of student enterprises as practical teaching in lower secondary school, with a particular focus on how student enterprises can support personal resources and resilience in everyday life. the project presents data from 8 interviews and a national survey of student enterprise teachers in lower secondary schools. These are teachers who have largely chosen to use student enterprises as a teaching method, for example in vocational subjects or electives, or they are teachers who have been mandated to contribute to student enterprise activities because the school has chosen to use this as an instructional method, either cross-disciplinary in projects or in a specific subject. The study is conducted in collaboration with Young Entrepreneurship and Gjensidige. All informants are teachers who have a connection to Young Entrepreneurship, for example through receiving training or guidance. There are also teachers who run student enterprises without external guidance, but they are not included in this study. The study is based on the GROWTH criteria for entrepreneurship: Value Creation, Experiential Learning, Creativity, Collaboration, and Interdisciplinarity. These criteria have provided a framework for the development of the interview guide and survey, and for presenting the results. In addition, the analyses are based on a framework for health promotion in schools, which identifies various general resistance resources that can support comprehensibility, manageability, and meaningfulness, thereby contributing to a sense of coherence and resilience to handle stress. The main findings of the study indicate that from the teachers' perspective, working with student enterprises has the potential to contribute to learning activities that have value for the students and support experiential learning, creativity, and collaboration. Through the analyses, it is shown how this can contribute to a learning environment that supports resilience and a sense of coherence by allowing students to experience recognition, trust, and respect, which supports an understanding of the situation, mastery, participation, and safety, which support manageability, and motivation, relationships, and value in what they do, which support meaningfulness. Together, these resistance resources constitute a sense of coherence, enabling one to handle stress in everyday life. Findings from both interviews and surveys show that there is potential to better exploit the interdisciplinary aspect of student enterprises as a teaching method.