État de publication: Publiée (2016 Juin )
Titre des actes: International Conference on Education and New Developments (END) Proceedings
Éditeur: World Institute for Advanced Research and Science (WIARS)
Lieu: Ljubljana, Slovenia
Intervalle de pages: 295-297
Résumé: The new ministerial guidelines for education in Quebec involve, among others, diversification or even a redefinition of educational approaches that focus on the opening up of disciplines and interdisciplinary activities (MEQ, 2006). This interdisciplinary educational trend allows for the exploration of academic knowledge and promotes reinvestment in current and concrete practices (Hasni et al., 2008; LeDoux, 2003). Currently there is an entrepreneurial spirit amongst young people in Quebec. However it appears that school-based entrepreneurship is mainly supported within an advantaged context. There is very little documented research that supports interdisciplinary projects for improving academic success and perseverance in this advantaged entrepreneurial context (Pépin, 2011). The school staff is also recognized as key actors. This research uses a qualitative case study methodology where the main objective is to describe the implementation process of interdisciplinary projects in the school-based entrepreneurial context. Rogers’ (2003) and Proulx’s (2004) research works serve as theoretical foundations. Two main instruments are employed to collect data from school staff, a focus group (n =6) and individual interviews (n=8). Preliminary results indicate that the majority of interdisciplinary projects include more than two disciplines and a formative assessment for the students. Teacher motivation and commitment is obvious, but little collaboration between them is observed. This study proposes to develop a structured approach for interdisciplinary projects within the school-based entrepreneurial context to include collaboration among the school staff, as well as to ensure the sustainability of these projects.
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