Exploring Factors Link to Teachers’ Competencies in Entrepreneurship Education
Frontiers in Psychology, ISSN: 1664-1078, Vol: 11, Page: 563381
2020
- 20Citations
- 98Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Citations20
- Citation Indexes19
- 19
- Policy Citations1
- Policy Citation1
- Captures98
- Readers98
- 98
Article Description
To improve the quality of entrepreneurship education, this study explored factors linked to teachers’ competencies in entrepreneurship education in China. A regression analysis based on 12,596 teachers’ questionnaires showed that the competencies of teachers in entrepreneurship education had three dimensions. The factors linked to teacher’s competencies were professional training, new modes of teaching, entrepreneurial practice, entrepreneurial culture, and policy guarantee. At the same time, the influence mechanism between teachers’ overall competency and factors is explored. For a higher quality of entrepreneurship education, it is necessary to adopt new modes of teaching, pay attention to teachers’ careers, and improve the evaluation and recruitment mechanism for teachers. Our findings provide novel insights by exploring factors linked to teachers’ competencies, extending understanding on improving the quality of entrepreneurship education, and enriching the entrepreneurship education literature by adding new empirical evidence from China.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85096218855&origin=inward; http://dx.doi.org/10.3389/fpsyg.2020.563381; http://www.ncbi.nlm.nih.gov/pubmed/33224055; https://www.frontiersin.org/articles/10.3389/fpsyg.2020.563381/full; https://dx.doi.org/10.3389/fpsyg.2020.563381; https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2020.563381/full
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