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1.
This article extends the literature on teachers’ career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers’ educational experiences, views on teaching and learning, and professional plans. We draw upon life history interviews with 40 prospective teachers at three institutions across Pennsylvania, USA. We find that past educational experiences are intricately connected with career choice, intended professional path, and pedagogical focus. This paper identifies and discusses three forms of modeling – disciplinary, mentoring, and empowering – which influence pre-service teachers in powerful and enduring ways. These forms of modeling expand our understanding of teachers’ career intentions and apply the apprenticeship of observation to planned career paths.  相似文献   

2.
The umbrella program called Keeping Options Open, initiated by Johnson County Community College (JCCC), is a collaborative partnership between JCCC and Johnson County high schools to meet the educational and career needs of learners. Assessment of academics and interests are key components when assisting students to make the best decisions regarding their high school and postsecondary educational plans. A pilot program was designed to deliver a series of 3-year tiered career development/academic readiness workshops for students and parents beginning in the sophomore year and building through the junior and senior years. The goal was to enhance career development for high school students by linking it with academic readiness.  相似文献   

3.
Acting as an entry marker into the adult world, the transition from compulsory schooling is inextricably linked with a change in career status. As such, transition is widely acknowledged to be a significant event in the lives of all young people regardless of their dis/abilities. However, many dis/abled students in New Zealand, particularly those with high-end needs, experience many challenges in the construction and enactment of their career. These are often exacerbated by the limited availability of mainstream opportunities and/or the absence of clearly defined employment pathways. In addition, they are less likely to have had access to meaningful workplace experiences whilst at school which would assist them with the decisions they must make, and actions they must take in relation to their futures. In this article, I locate the concept of the dis/abled student within a New Zealand context, critically explore the notion of career and consider whether this is a feasible and realistic aspiration for those with high-end needs. Following this, I discuss a case study of a post-secondary transitions scheme on the South Island of New Zealand which was established to meet the aspirations of students with high-end needs. This is used to illustrate how initiatives that seek to address the disjuncture between the desires of this student group, labour market expectations, and the requirements of local employers can present both opportunities for change and challenges for inclusion.  相似文献   

4.
中小学生生涯发展辅导构想   总被引：7，自引：0，他引：7  
中小学生生涯发展辅导是以学生的内在品质和经济社会发展相互关联为基础的,旨在促进学生生涯成熟的一种综合教育计划,具体任务是协助学生在自我探索中,增进自我了解,形成自我发展意识;在生涯探索中,了解工作世界,形成职业价值观和劳动态度;在生涯准备与规划中,掌握职业知识,明了社会需求与个体需求的关系,形成生涯规划和生涯决策的能力。  相似文献   

5.
The career development of students, demonstrated by students performing appropriate career developmental tasks, is important to institutions of higher education because career developed students are more likely to have career objectives, persist in their academic goals, gain career-related work experience, find employment in their chosen fields, and graduate. The purpose of this study was to determine if the career development of students by class level had been enhanced by participation in a career management plan specifically prepared for undergraduates. The intervention of a career management plan (i.e., the Career Success Club) was successful, especially for seniors and middles, in enhancing the career development of undergraduates. Career management plans may help students that are academically undecided to become more connected to their majors by focusing more on academic and career matters.  相似文献   

6.
成功之路计划于2005年初推出,作为一项长期的初中和高中协助项目,它试图在学生的学校经历与成年后的职业意愿之间建立连结。作为学校内部的一个指导计划,这一项目通过制定6年连贯的课程以及利用各种教学策略来激发学生的学习动力,帮助学生通过教育获得劳动技能并通过职业生涯与教育规划来提高贫困学校学生进入大学和获得理想职业的机会。  相似文献   

7.
职业生涯规划现已成为大学生必须面对和研究的重要课题,它帮助大学生在了解自我的基础上确立自己的职业方向和目标,并制定相应的计划,采取相应的措施,由此避免择业与就业的盲目性,为个人走向职业成功之路提供最为有效的参考。  相似文献   

8.
Abstract

The selection of career paths and making of academic choices is a difficult and often confusing task for young people. The impact on their lives, however, is enormous as it can determine entire future career possibilities. In India, a general remedy to this stress is that instead of choosing a field of study tailored to individual preferences and strengths, topics are chosen that align with the choices of the students’ families or their friends. This can have the effect of entrenching patterns of intergenerational inequity. The aim of this research is to give students greater access to the knowledge capital which will help them make better choices. This is achieved by engaging students in the career planning process, in order to convey information in a likeable and credible way. The COMPCAT (Competency and Career Assessment Tool) game engine combines the use of learning analytics and real time, interactive computer simulations designed to gain insights into the students’ engagement in the making of these complex decisions. This paper presents the conceptual architecture of the game and demonstrates its role in enhancing the learning effectiveness of the students.  相似文献   

9.
Involvement in a mentor-student relationship is an invaluable experience for new graduate students. These students frequently have opportunities and experiences provided to them by their mentor that may be otherwise unattainable. Mentoring can help new graduate students develop academically, personally, and professionally. This article describes mentoring in gerontology education from the perspectives and personal experiences of new graduate students in sociology and gerontology. Discussed in this article are types and phases of mentoring, the need for a mentor in gerontology education, selection a mentor, and issues related to mentoring and career advancement.  相似文献   

10.
Because workers must be prepared to constantly update their skills and reeducate themselves for new skills, lifelong learning must be a goal for every teacher and student. The curriculum provided during educational experiences should pave the way for attainment of this goal. This is particularly true for deaf and hard of hearing students. School-to-work (STW) has become an umbrella term for activities, experiences and opportunities that prepare students for the world of work, such as youth apprenticeships, mentoring, internships, job shadowing, career exploration, and integration of academic and vocational curriculum. This article provides historical background on STW, laws shaping requirements for STW programs, and research supporting STW components. Recommendations are provided for curricular elements of an STW program, and trends in STW are forecast.  相似文献   

11.
In Taiwan, substantial resources have been invested in upper-secondary vocational education for Aborigines as a solution to their lack of career development opportunities. This study examined the schooling experiences and career aspirations of Taiwanese indigenous vocational high school students. A case study was designed to collect data through in-depth, semi-structured interviews with 24 aboriginal students in twelfth grade at a Major Indigenous Vocational High School (MIVHS). The findings indicated that aboriginal students experienced mainstream-centric schooling that focused on preparing students for college education with additional support. The schooling contributed to their solid educational aspirations to attend non-prestigious technological colleges and vague occupational aspirations with low occupational self-efficacy. It also enforced their strong cultural aspirations of living in their homelands and benefiting their people. The findings suggest that the MIVHS could provide the culturally responsive schooling for aboriginal students' diversity to facilitate their career development.  相似文献   

12.
High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors’ post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers.  相似文献   

13.
This study investigates the career guidance needs of 600 Black secondary school students. It also examines how Black secondary school principals perceive the guidance programs in their schools. The results indicate sixteen categories of career guidance needs which should receive priority in planning guidance services for this population. The students consistently felt their needs were not being met. Not less than 60% expressed a need for additional help with finding jobs and careers, understanding the guidance program, developing self-understanding, career awareness, exploration and planning, interpersonal relationships, value clarification, selection of courses and acquisition of decision-making skills in sharp contrast to the help they feel they have received. Career guidance in Black South African schools has not received proper attention for a long time. It has only been in recent years that this phenomenon has attracted the attention of educationists (Cloete and le Roux 1978). Students have always experienced difficulties when making decisions about their careers. Tenuous choices seemed to be a result of the students' lack of sufficient knowledge regarding themselves (i.e. their abilities, attitudes, interests and values) as well as vocational careers, school preparatory subjects and courses leading to those careers, educational and vocational opportunities available to them and financial assistance (Prediger et al., 1973). Self-understanding is the single basic goal of school guidance programs. Through self-understanding, students can begin to know, appreciate and utilize their aptitudes, interests, values and limitations. It improves analytical and critical thinking, growth and development. Students who understand themselves are characterized by their ability to make more rational educational and vocational plans. McDaniel and Shaftel (1956) maintained that every individual should be helped to study and understand himself as a unique person and to respond to the pressures and stimuli of the time and place in which he lives; Holland (1973) suggested that one needs appropriate and accurate information about oneself as well as the occupational field in order to make a realistic choice of vocation. Self-understanding and acceptance is a pre-requisite for the process of choosing an occupation. Super (1957) observed that along this road to self-knowledge every young person needs assistance and that success in understanding oneself is a sine qua non for the development of independence and decisionmaking skills. Interests are important in that they can help students begin thinking seriously about educational planning, vocational exploration and eventually about career development. Ginzberg (1966) believed that many young people do not know enough about the world of work to be able to translate their interests and capacities readily into occupational choices. Hoppock (1967) holds the view that one develops interest in an occupation because one has been exposed to it before. The same is still true today. Many young people are unaware that the choices of subjects they make and the activities they participate in at school can influence vocational choices which will affect their future lives. Super (1957) further contends that probably no other decision a young person makes is as crucial for happiness in life as his or her choice of work, including the educational preparation for it. Carlyle says that ‘it is the first of all problems for man to find out what kind of work he is to do in this universe’. Illuminating the importance of work in one's existence, Karl Marx said ‘man becomes man through his work’. Boy and Pine (1971) speak of work as ‘a therapeutic and personally integrating experience’. A careful look at the secondary educational system of South Africa reveals emphasis on an academic curriculum that is designed for college-bound students though not all Black students go to college. For most, secondary school is the terminal point in their formal education. This being so, the secondary school curriculum ought to provide them with sufficient self-knowledge concerning their aptitudes, interests, aspirations and skills to become successful and productive members of society. Napier (1972) contends that a society which fails to nurture the capabilities and talents of its youth fails in its obligation to them and to itself. As Tyler (1970) has observed, high school students are generally concerned about becoming independent adults, getting jobs, marrying, gaining status with their peers and helping to solve the ills of the world. Generally speaking, this is also true for South African youth. To assist them with these concerns, career guidance is essential for Black South African secondary school students today. With the help of adequate career guidance, every student should leave the school system equipped with the ability to think critically and make realistic personal decisions and plans for their future. However, this need students have for career guidance in their schools is sometimes overlooked. It is also conceivable that the degree to which individual students need guidance should vary. Differences in need seem to depend largely on differences in physical maturity, socioeconomic and cultural forces, and personality characteristics. Available evidence suggests that although there may be a common set of students' needs their priority for certain students varies and shifts in accordance with age, sex, experience and geographic location (Prediger et al., 1973; Crites, 1974, Carney and Barak 1976). According to Herr and Cramer (1979) guidance has been defined ‘as that part of pupil personnel services — and therefore of elementary and secondary education — aimed at maximal development of individual potentialities through devoting school-wide assistance to youth in the personal problems, choices and decisions each must face as he moves towards maturity’. There seems to be a consensus among guidance authorities that the following major services constitute the guidance program: the inventory service, the information service, the counselling service, the placement service and the follow-up and evaluation services. These services are an intergral part of the total school curriculum and they facilitate the instructional program as it attempts to help each student attain the maximum level of his or her potential. Research studies (Super, 1949 and 1968; Holland, 1973; Boy and Pine, 1971; Hoppock, 1967, Napier, 1972) indicate that out of an effective guidance program grows the capacity and freedom of the participants to contend more assertively for their beliefs and plan and execute strategies for making vocational decisions more efficiently and effectively. It is, therefore, imperative that each student be helped to reach the highest level of his or her potential as a human being. The present study sought to investigate the career guidance needs of Black South African secondary school students and the degree to which these needs are being met by the present guidance services in the schools. In addition, the views of the principals of the selected schools regarding the present status of guidance services were sought.  相似文献   

14.
Many agree that educational systems should instill in students the value of lifelong learning (LLL), but few have suggested how to accomplish that or how to measure the effectiveness of those curricular initiatives. We developed a technique intended to strengthen students' beliefs about the value of LLL and piloted use of a recently developed scale to assess changes in commitment to LLL. Using a quasi-experimental procedure, we presented students with faculty members’ career biographies describing their personal career paths, including how they learned from their experiences and how they had to adapt and adjust to changing circumstances. To assess beliefs about LLL, students completed Bath and Smith's Propensity for Lifelong Learning (PLLL) scale. We found that students who listened to career biographies had significantly stronger beliefs regarding the value of LLL than the students who were not exposed to the career biographies. We concluded that listening to career biographies strengthened commitment to LLL and that the PLLL scale is a useful outcome measure of this commitment. We discussed limitations and future directions of our method and measurement instrument.  相似文献   

15.
This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students.  相似文献   

16.
根据职业生涯规划的信息加工理论（CIP）,引导束询者分别对自我、工作世界进行探索,学会理性决策方法和目标制定,并在此基础上,制定出一个具有SMART特征的努力方向,使自己对未来有一个清晰的把握。  相似文献   

17.
We examine the role of the Big Five personality traits in the job exploration process of Latino undergraduate business students to ascertain the personality traits and socio‐cognitive variables that lead to greater success of students in their job searches. We find that personalities such as extraversion and conscientiousness are positively associated with career self‐efficacy, career expectations, and interests in both academic and professional skills, which in turn positively influence job exploration behaviors. Additionally, we find that personalities such as agreeableness and neuroticism have a negative influence on career exploration behaviors. Our findings provide Latino business students with college vocational guidance that can help enhance their career confidence, job beliefs, and career interests in the job‐seeking process.  相似文献   

18.
This study focused on students enrolled in obligatory vocational education courses in German secondary schools that aim to support students’ career exploration. The study examined the relations between student-perceived classroom characteristics (support for autonomy, competence and relatedness), students’ intrinsic motivation and their career exploration (self- and environmental exploration). Data were analysed from 1780 seventh- to tenth-graders (boys: 54.2%) from 13 German secondary schools. The structural equation modelling results revealed that student-perceived support for autonomy, competence and relatedness in class was significantly positively related to their intrinsic motivation and self-exploration. Student-perceived support for competence was significantly positively related to environment exploration. Student-perceived relatedness in class was significantly positively related to their achievement. Intrinsic motivation was significantly positively related to self- and environment exploration and achievement. The results showed that the paths within the tested model varied for boys and girls. Findings are discussed in relation to their implications for career preparation in school, as well as related to gendered motivational processes.  相似文献   

19.
Human capital theorists perceive of educational expansion as beneficial to individuals, corporations and national economies, while social closure theorists have claimed that inflation of credential requirements maintains traditional status inequalities. In this paper I argue that status inequalities are not only maintained by credential inflation, but also the inflation of extra‐credential experiences. As undergraduate degrees become more common, access to employment and further education opportunities increasingly depend on extra‐curricular and ‘enriching’ educational experiences. Using qualitative data from a longitudinal study of working‐class university students in Canada, I will address the mechanisms by which they have gained or were denied access to such experiences. The data suggest that working‐class students’ relative lack of financial resources and social networks are barriers to the development of extra‐credential experiences, which in turn leads to the change of educational and career plans for some.  相似文献   

20.
把创业教育寓于整个高职物理教学之中，使学生在获得专业知识的同时，受到创业教育。并且在教学中始终注意激发学生创业热情，帮助学生树立正确的创业观。  相似文献   

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