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EntreCompEdu is a professional development framework for educators, designed as a complement to the European Commission’s Entrepreneurship Competence Framework (EntreComp). The purpose of this chapter is to reflect upon EntreCompEdu’s potential to stimulate teachers’ entrepreneurial thinking and activity. The chapter is structured in three main sections. The first describe the policy context and the gap in teacher education that EntreCompEdu seeks to address. The second offers an overview of the framework’s main components. The third reflects on the pilot phase of implementation, focusing on two case studies to illustrate the factors that influence EntreCompEdu’s impact and future direction. The reflections are those of the lead author of EntreCompEdu, three of those who facilitated the professional development sessions and the project manager. We follow Borton’s ‘(1970) simple ‘What? So What? and Now What?’ model to shape our reflections. Our subjective narratives are based on specific professional experiences as we critically reflect on the framework’s implementation within the context of Covid-19 and other challenges associated with transnational projects. We conclude that EntreCompEdu can stimulate teachers’ entrepreneurial thinking, although its sustainability in school is contingent on a range of individual and organisational factors discussed.

The case study in Dafen school represents a successful whole school experience of adult education through the EntreCompEdu continuing professional development programme (CPD). It represents how teacher collaboration enhances collective engagement to develop creative, innovative, and risk-taking abilities through teaching practices. It portrays how teachers’ collective engagement has an amplifying impact upon implementation, energy, and confidence; especially influencing the entrepreneurial practice on student learning and the culture of a whole school. It validates how the headteacher and teachers collaborative action enhanced the adult learning in adoption of the new Welsh curricula. In this study we propose that the success of the teachers’ professional development in learning to apply entrepreneurship education stems from a double loop of collaborative adult online learning and collective engagement under a pressure from the new entrants; a new curricula reform set by the Welsh government and the Covid-19 lockdown.