Enseigner l’entrepreneuriat, accompagner les étudiants: question(s) de légitimité

Sandrine Le Pontois

Entreprendre & innover, 2019, vol. n° 42-43, issue 3, 159-172

Abstract: The question of the legitimacy of teachers in the field of entrepreneurship is rarely posed. Entrepreneurship education, which is in constant development, generates innovation in all areas: pedagogy, content, and activities. These changes are naturally subject to resistance in schools or universities, and these tensions call into question the legitimacy of the teacher in his or her daily activities. Based on an integrative literature review, this study proposes a plural definition of the legitimacy of the teacher in the field of entrepreneurship. By identifying the actors at work in this process, it underlines the various tensions that impact the legitimacy of the teacher. The study identifies the levers that enable the teacher?s professional and academic development and his or her perceived legitimacy.

Date: 2019
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