This research aims to examine the role of experiential and collaborative learning in developing teachers’ entrepreneurial competencies in the context of secondary school teachers and analyzes which one of the competencies has been more affected by teaching methods. The competencies that the study concerns are: knowledge of entrepreneurship, career adaptability, creative thinking, occupational self-efficiency, networking, team working.
This research was an experimental study in a 12-hour (3 weeks) long entrepreneurship course for each of our three groups of teachers. In the experiment, 41 teachers cooperated with this research as a sample. They were divided into three groups; experiential, traditional, and collaborative learning. We studied the immediate and three-month delayed effects of the learning approach on teachers’ entrepreneurial competencies.
Quantitative data were collected on all teachers at the beginning of the course, the end of the third week, and three months later. The qualitative data were collected during the course and three months after that. Also, during the programs, teachers were asked to answer written questions about their competency improvements.
We used data triangulation to make the results more valid. Quantitative data were analyzed by the one-way ANOVA method, and “deductive constant comparison analysis” was used for qualitative data. The results reveal that each teaching approach can be more effective for some of the competencies, and it depends on the course’s aims to use one or a combination of two or even three of them. The competencies that have been affected significantly by learning approaches were entrepreneurial knowledge, team working, and career adaptability; all were revealed from quantitative and qualitative results. We acquired additional information from our qualitative results on how each approach affects each competency and why some were not affected.