5 research outputs found

    The development of strong career learning environments:The project ‘Career Orientation and Guidance’ in Dutch vocational education

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    Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students

    Towards a strong career learning environment: results from a Dutch longitudinal study

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    To prepare students for the flexible labour market of nowadays, schools are increasingly acknowledging their responsibility to guide students in their career development. The project ‘Career Orientation and Guidance in Secondary Vocational Education’ was developed to encourage Dutch schools to initiate and/or continue the creation of a strong career learning environment for their students. Central in this learning environment is a dialogue with the students, where meaning is attached to concrete experiences with work. This longitudinal study is designed to gain theoretical and practical insight into the influence of the project. Results show that, although the school’s vision on career orientation and guidance is clear to the teachers, it is not supported by all of them. It appears that the renewed vision is imposed on the teachers, and this absence of a shared and widely supported vision appears to withhold the teachers and the project managers to engage in collective action

    Innovating Towards Career Learning Environments: Changes in Teachers’ Role Perception Regarding Career Guidance

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    To realise a career learning environment for students that is more focused on careers and ‘life-long learning’, as opposed to concentrating primarily on gaining a diploma, teachers are increasingly supposed to approach their students dialogically in Dutch vocational education. A change in attitude and behaviour, however, is only sustainable if a change in the teachers’ own role perception is established. In this chapter, the aims and design of the COG/SVE project and the results of previous studies regarding the project is explained, as well as the methods used for the current longitudinal qualitative study. Interviews were conducted with 47 selected teachers participating in the project 4 times over a period of 3 years. The results of the study show that considerable development was achieved by many of the teachers from being primarily diploma focused to being primarily career focused. However, within the schools represented in our study, the change patterns of the individual teachers differed. The changes on the level of the organisation, as initiated by the innovation project, therefore appeared to exert different influences on the individual change processes of the teachers. We conclude that a change in role perception is a collective matter in communication and team learning, but it seems to require individual support and guidance. Thus, our recommendation is to support collective learning as well as the needs of individual members of teams of teachers in a dialogical manner

    Towards a strong career learning environment: results from a Dutch longitudinal study

    Get PDF
    To prepare students for the flexible labour market of nowadays, schools are increasingly acknowledging their responsibility to guide students in their career development. The project ‘Career Orientation and Guidance in Secondary Vocational Education’ was developed to encourage Dutch schools to initiate and/or continue the creation of a strong career learning environment for their students. Central in this learning environment is a dialogue with the students, where meaning is attached to concrete experiences with work. This longitudinal study is designed to gain theoretical and practical insight into the influence of the project. Results show that, although the school’s vision on career orientation and guidance is clear to the teachers, it is not supported by all of them. It appears that the renewed vision is imposed on the teachers, and this absence of a shared and widely supported vision appears to withhold the teachers and the project managers to engage in collective action

    The development of strong career learning environments: the project ‘Career Orientation and Guidance’ in Dutch vocational education

    Get PDF
    Schools are increasingly acknowledging their responsibility to guide students in their career development. However, the guidance that is provided in the Netherlands, as well as in other Western countries, focuses for the most part on helping students towards their academic achievement, and not on helping them to develop competencies to manage their own career. In order to promote this type of career guidance, 37 secondary vocational schools in the Netherlands participated in a project that offered a training programme, aiming to teach teachers how to conduct career dialogues with students. The programme offers expert guidance to integrate a dialogical approach to career guidance and a more enquiry- and practice-based curriculum in the school’s vision and policy. In this article, the results of semi-structured interviews with 50 teachers who participated in the project are presented. These interviews were conducted right after the start of the project, to study how teachers perceive the initial situation regarding career development in their schools, as well as their perception of the initiated plans and ambitions for development, both in their own learning environment and the learning environment of their students
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