Addressing student–teachers’ needs for innovative pedagogy and creativity through entrepreneurship education

The study examines how entrepreneurship education (EE) offered in undergraduate teacher training programmes (TTPs) addresses student–teachers’ needs for innovative pedagogy and creativity. The study used the case study design to generate data through interviews and documentary analysis. Findings revealed that the EE course objectives and content were less tailored to address student–teachers’ needs for innovative pedagogy and creativity in teaching. Furthermore, EE was generally downplayed in undergraduate TTPs, as it was offered mainly as a module and an elective to many teacher trainees. Where compulsory, it was limited to specific teacher-training degree programmes. These findings illuminate how EE addresses the needs of student–teachers for innovative pedagogy and creativity in selected Tanzanian universities. The study recommends that the undergraduate EE curriculum for student–teachers should be reviewed to enhance their innovative pedagogy and creativity. The need to emphasise compulsory EE courses for all undergraduate teacher-trainees is also worth reconsidering.