Stories of Learning and Their Significance to Future Pathways and Aspirations

Autor/inn/en	Barnes, Sally-Anne; Brown, Alan
Titel	Stories of Learning and Their Significance to Future Pathways and Aspirations
Quelle	In: British Journal of Guidance & Counselling, 44 (2016) 2, S.233-242 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2016.1145194
Schlagwörter	Foreign Countries; Semiskilled Workers; Personal Narratives; Interviews; Barriers; Career Development; Learning Experience; Semi Structured Interviews; Self Efficacy; Occupational Aspiration; Academic Aspiration; Social Support Groups; Achievement Need; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Semi-skilled worker; Semi-skilled workers; Semiskilled worker; Ungelernter Arbeitnehmer; Angelernter Arbeitnehmer; Erlebniserzählung; Interviewing; Interviewtechnik; Berufsentwicklung; Lernerfahrung; Self-efficacy; Selbstwirksamkeit; Berufsneigung; Berufsziel; Social support; Soziale Unterstützung; Großbritannien
Abstract	This explores the narratives from three individuals in low-skilled employment in the UK. The interviewees reflected upon their experiences of learning from compulsory education and beyond and their pathways through education to employment. The narratives illustrate how with the support of significant others, resilience and proactivity, they can overcome negative influences and subjective barriers to learning. Their barriers to learning will be examined in terms of their impact on future pathways and aspirations. The discussion will conclude by examining the role of significant others, and the potential role of career professionals, in combatting negative experiences of learning in order to raise aspirations and support positive pathways. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01