Abstract:

Global events such as the pandemic and hostilities in Ukraine have brought about changes in all areas of life – financial well-being, use of technology, digitalization, socioeconomic equality, understanding of the importance of ecology, cultural and labor market processes, thus public expectations have also changed in relation to education and the competencies required in the teaching profession.

Pedagogical entrepreneurship is a relatively new concept and lacks research done in the field of educational sciences. Although the education system is changing and there are requirements to implement generic skills, including entrepreneurial skills, there are still uncertainties about the essence of pedagogical entrepreneurship and the possibilities of implementation in the study process of prospective teachers.

According to the previous research on how entrepreneurship as a generic and professional competence diverse, it was concluded that pedagogical entrepreneurship is based on knowledge, skills, and attitudes that make the teacher able to adapt more successfully to changing situations. It is the competence to be more autonomous to form cooperation outside the classroom, school, and community, to show initiative and to be persistent, to notice opportunities and use them, to attract and combine resources to solve problem situations, to create strategic visions, to take responsibility for one's financial literacy and work as a team to achieve common organizational goal. Pedagogical entrepreneurship is a support tool in the teaching profession, which helps to implement individual and organizational goals successfully and to be more successful in professional and personal life.

Methodological design of the study:
1) interpretivism as a research paradigm;
2) qualitative research to reveal people's meanings of social phenomena or phenomena in social reality.

Approach to qualitative data analysis – interpretive analysis. Systematic analysis of theoretical literature in order to develop criteria of pedagogical entrepreneurship and qualitative research methods: semi-structured interviews with experts in educational sciences from Latvia and Finland, expert focus group discussion in order to validate the criteria, finalize the framework and conceptualize the pedagogical entrepreneurship. Nvivo – qualitative data processing programs were used to analyze the data.

The research pedagogical entrepreneurship framework was created, which includes 14 pedagogical entrepreneurship components and explains their categories, interactions, and methods for development.

Keywords:

Pedagogical entrepreneurship, teachers’ entrepreneurial behavior, entrepreneurial skills, generic skills, teacher education, higher education.