CONNECTION THEORY AND PRACTICE TO THE TEACHING OF SUBJECTS THAT PROMOTE ENTREPRENEURIAL COMPETENCIES
The Institute of Technology and Business (CZECH REPUBLIC)
The globalization process in society requires a new profile of university graduates, including entrepreneurial competencies. Therefore, it is extremely important to provide schools with the highest efficiency in education. It is the job of every university teacher to provide students with the best knowledge and facts that will guide them throughout the life. The quality of the school and the education system depends, among other things, on the qualities of academic staff, on modern and innovative teaching methods. Teacher is therefore a key factor in the learning process, which greatly fills the quality of the educational process. Entrepreneurship education and entrepreneurship support should be part of the work of higher education educators. Graduates should be educated to apply knowledge and skills in practice to be successful in the labor market.
In the contribution, the author wants to draw attention to the importance of linking the theory with the practice of teaching the subject Business Economics and subjects supporting the development of entrepreneurial competencies. The topic of the study is the trends in the teaching of mentioned subjects, the modern methods and the concepts of teaching in support of entrepreneurship. The data acquisition tool was a questionnaire. The survey was conducted in March 2018 at the Dabrowa Gornicza University in Poland. The questionnaire was anonymous, the questionnaire contained closed questions on teaching methods and teaching concepts This questionnaire was evaluated by statistic methods. The teachers circled their opinions only one of the choice on a scale of 1 – 5 (1 – very often, 2 – often, 3 – sometimes, 4 – rather not, 5 – not at all). The questionnaire was divided into two parts. The first part of questionnaire included the teaching methos from the didactic aspects, the teaching methods from psychological aspects, the teaching methods from a logical aspects, the teaching methods from a procedural aspects (for example motivational methods). The second part of questionnaire included the concept of teaching, as Traditional concept (Academic concept), Concept of Regulatory teaching, Concept of teaching using learning to discover new ones, Constructivist Approaches, Antropo-personalistic conceps, Socio-cognitive concepts and Technological concepts. The main goal of the questionnaire was to find out which methods the teachers use most (for support of entrepreneurship) and how often they use methods.