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Educational entrepreneurship refers to the competence of educational entrepreneurs in making changes and taking initiatives in vision-driven innovation and value creation. Research of educational entrepreneurship needs further investigation, especially in the context of complementary education. This paper explores the educational entrepreneurship of three principals working in the context of community language schools (CLSs) in Australia. Using a set of educational entrepreneurship traits as an analytical tool, this study conducts a detailed qualitative analysis of the interviews and reflective journals of three CLS principals to reveal their educational entrepreneurial traits displayed in the process of establishing and running the CLSs. Findings indicate that these principals display multiple educational entrepreneurial traits in combination when dealing with challenges encountered in their individual context. The empirical data enriches the understanding of the distinctive features of educational entrepreneurship, especially the influence of prior experience. The findings reveal some key traits and practices of educational entrepreneurship amongst CLS principals in the Australian context. This study provides context-specific empirical evidence to better understand the nature and features of educational entrepreneurship. The findings highlight the need for more research and explicit training of entrepreneurial skills for school leaders in non-mainstream schools.

This research investigated Australian community languages school (CLS) teachers' emerging pedagogical habitus, focussing specifically on key dynamics effecting the adaptation in their pedagogical understanding and practice. Following an interview-based case study design, the research analyzed in detail major factors and their interplay that had impacted the development of an expanding pedagogical habitus of three overseas-trained CLS teachers. Findings indicated that the teachers' pedagogical habitus could have been shaped by their overall experience and understanding of the diverse contexts. The prior experience of the participants and their new learning from the professional development programs could help enhance and effect a change in their pedagogical habitus in a new educational context. A related finding was that teachers' varied prior experiences and expertise may have determined the extent of their expanding pedagogical habitus in that it enriched (or inhabited) their instructional repertoires, through a process of engagement, reflection, negotiation and integration in a new context. Implications for teacher professional development were also considered.