How Vocational Education Teachers and Managers Make Sense of Career Guidance

Autor/inn/en	Magee, Martha; Kuijpers, Marinka; Runhaar, Piety
Titel	How Vocational Education Teachers and Managers Make Sense of Career Guidance
Quelle	In: British Journal of Guidance & Counselling, 50 (2022) 2, S.273-289 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Magee, Martha) ORCID (Runhaar, Piety)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2021.1948970
Schlagwörter	Vocational Education Teachers; Career Guidance; Teacher Administrator Relationship; Work Experience; Career Choice; Case Studies; Transformational Leadership; Leadership Styles; Behavior Change; Foreign Countries; Teacher Attitudes; Administrator Attitudes; Teacher Role; Netherlands + Suchen Sie Ihr Suchwort? Ausbilder; Berufsorientierung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Case study; Fallstudie; Case Study; Führungsstil; Ausland; Lehrerverhalten; Lehrerrolle; Niederlande
Abstract	Efforts to create career learning environments which provide students with work experience, skills for making choices and career guidance dialogues, appear to stagnate in vocational education and training (VET) institutions in the Netherlands. In this case study we explore how teachers and their managers make sense of career guidance. We found varying views of career guidance, which may be contributing to the stagnation. Dialogue between teachers and managers is crucial in coming to a collective sense-making of career guidance, and a transformational management style seems to instigate sense-making and ultimately change. A collective sense-making of career guidance may be an area that needs to be examined for new possibilities of transforming behaviours relevant to providing career guidance to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11