A Qualitative Inquiry of the Roles, Responsibilities, and Relationships within Work-Based Learning Supervision

Autor/inn/en	Kenny, Maureen E.; Medvide, Mary Beth; Minor, Kelly A.; Walsh-Blair, Lynn Y.; Bempechat, Janine; Seltzer, Joanne M. Ruane; Blustein, David L.
Titel	A Qualitative Inquiry of the Roles, Responsibilities, and Relationships within Work-Based Learning Supervision
Quelle	In: Journal of Career Development, 42 (2015) 2, S.117-132 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845314543496
Schlagwörter	Qualitative Research; Inquiry; Supervision; Workplace Learning; Leadership Responsibility; Leadership Role; Collegiality; Mentors; Work Study Programs; Secondary School Students; Catholic Schools; Semi Structured Interviews; Organizational Communication; Social Development; Investment; Time Factors (Learning); Achievement Need; Interpersonal Relationship; Work Environment; Background; Supervisory Methods; Partnerships in Education + Suchen Sie Ihr Suchwort? Qualitative Forschung; Kollegialität; Sekundarschüler; Katholische Schule; Soziale Entwicklung; Investments; Geldanlage; Investiton; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Arbeitsmilieu; Hintergrundinformation; Hochschulpartnerschaft
Abstract	Although meaningful work experience and the support of caring adults are recognized as factors that promote positive youth development, research has given minimal attention to the role of the work-based learning (WBL) supervisor. Interviews with 12 supervisors, from work sites that were identified as successful by leaders from a Catholic high school known for its high-quality work-study program for low-income adolescents, reveal that the roles, responsibilities, and relationships of WBL supervisors are complex and multifaceted. Supervisors seek to balance the goal-directed demands of managing a productive workplace with a relational commitment to teaching and mentoring young people. The results are discussed in light of relational theories of working and youth mentoring. Implications are explored for strengthening the selection and preparation of WBL supervisors who strive to enhance the life chances for low-income students of color. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01