Career Conversations in Vocational Schools

Autor/inn/en	Mittendorff, Kariene; den Brok, Perry; Beijaard, Douwe
Titel	Career Conversations in Vocational Schools
Quelle	In: British Journal of Guidance & Counselling, 38 (2010) 2, S.143-165 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
Schlagwörter	Speech Communication; Foreign Countries; Career Guidance; Teacher Student Relationship; Vocational Education; Career Development; Interaction Process Analysis; Competency Based Education; Discourse Analysis; School Guidance; Counseling Effectiveness; Guidance Objectives; Guidance Programs; Vocational Schools; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Berufsorientierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung; Berufsbildung; Berufsentwicklung; Prozessanalyse; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Diskursanalyse; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Niederlande
Abstract	The purpose of this study was to examine career conversations between teachers and students in competence-based vocational education in the Netherlands. A total of 32 career conversations were observed and analysed with respect to four elements: content, teacher activities, student activities and relationship. Results showed that career conversations often focused on school issues (such as student's progress and course curriculum) rather than career issues (such as future ambitions or characteristics of a profession). Furthermore, teachers hardly facilitated students in the development of self-directedness. Students asked few questions and teachers often dominated discussions. The findings revealed implications for the practice of career guidance in schools, for example for teachers to change their role from that of a traditional knowledge transmitter to facilitator, provide students with more opportunities for self-direction, and put career issues more centrally and elaborately on the agenda of discussions. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10