Educating Career Guidance Practitioners in the Twenty-First Century

Autor/in	Gough, John
Titel	Educating Career Guidance Practitioners in the Twenty-First Century
Quelle	In: British Journal of Guidance & Counselling, 45 (2017) 2, S.199-207 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2016.1263932
Schlagwörter	Foreign Countries; Career Guidance; Counselor Training; Autobiographies; Ethnography; Educational Policy; Counselor Qualifications; Professionalism; Ethics; Empowerment; Teacher Role; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Berufsorientierung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Politics of education; Bildungspolitik; Professionalität; Ethik; Lehrerrolle
Abstract	Rapidly changing policy contexts in England have dramatically affected the provision of career guidance, and the training and development of its practitioners. This paper takes an autoethnographic and self-reflexive approach to exploring the experience of a Senior Lecturer in Career Guidance who manages a centre that offers the Qualification in Career Guidance (QCG), and the Level 6 Diploma in Career Guidance and Development. Key questions are considered, such as: the effects of policy context on the type of qualification and curriculum offered, and their differences; the challenges of engaging learners in theoretical concepts and reflective approaches; and the tensions between "training" practitioners and "educating" them to develop a strong core of professionalism. The paper also considers the extent to which the learners develop as "knowledgeable social actors". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01