ABSTRACT
Entrepreneurship in a teacher education curriculum therefore produces enterprising teachers with relevant knowledge, skills, and pedagogy to facilitate entrepreneurship courses, integrate entrepreneurship in their subjects of specialization, and create value at the personal, institutional, and national level and within the wider community. Specifically, this study explores education stakeholders' perception of the concept of entrepreneurship and entrepreneurship education, their perception of the characteristics of an enterprising teacher and the relevance of entrepreneurship in the teacher education curriculum at the personal, institutional, and national levels. At the individual level, the findings concur with the study on the relevance of introducing entrepreneurship education at the university level, such as that by Nwangwu, whereby the objective of entrepreneurship education is to enable learners to become self-employed and self-reliant. The study was aimed at exploring the relevance of entrepreneurship in teacher education from the perspective of graduate teachers and education stakeholders in the Tanzanian context.
