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1.
During decades of change in the Western higher education sector, new ways of understanding academic work have reinforced notions of the impact of social capital. The present study investigates researchers’ experiences of their own career making within two areas of Education Sciences in Swedish higher education: Childhood Studies (CS) and Science Education (SE). The structure at the CS departments is collaborative and integrated; teaching and research are seen as an entity. This structure creates a coherent career path where members of the collective group jointly produce and accumulate social capital; it also appears to be related to discourses of femininity. In the SE departments, the career structure is strategic and differentiated; the two career paths work in parallel through a differentiation between teaching and research. This appears to be related to discourses of masculinity. In conclusion, our analysis shows how social capital and gender mutually create different ways of doing an academic career. 相似文献
2.
Sue Mulhall 《Journal of Education & Work》2016,29(2):115-142
This study narrates the role of education/training in the career success stories of twelve women on an Irish active labour market programme, Community Employment (CE). All from lower socio-economic groups, having early school-leaving backgrounds, and, prior to CE, were long-term unemployed. CE enhances the employability of the long-term unemployed by offering job opportunities and providing education/training. Using narrative inquiry, it understands how the women (re)construct their interpretations of their career success following critical moments of change in their lives. The study narrates the stories on a case-by-case basis according to the category of critical moment that each participant experienced and then views the chronicles via the lens of social class as mediated through the educational structure. It, therefore, specifically recognises the micro-individual and macro-social aspects of a person’s interpretation of his/her career and education/training experiences. To understand the change process inherent in the stories, a theoretical construct, Giddens’ (1991) fateful moment, is operationalised by examining how the critical moments evolve in to fateful moments facilitated by the structural influence of the education/training provided by the expert system of CE. The study concludes by proposing three categories of career success for this sample to take account of their altered career structures. 相似文献
3.
ABSTRACTMuch research has been conducted to investigate the effects of inquiry-based learning on students’ attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners’ socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career choices. Hence, the aim of this study was to investigate in what ways and to what extent the inquiry learning experiences in school science affect students’ future career orientation in the context of socio-cognitive mechanisms based on socio-cognitive career theory(SCCT). For the purpose, Programme for International Student Assessment (PISA) 2015 data were used focusing on science literacy, and the sample of Finnish 15-year-old students (N?=?5782) was analysed by structural equation modelling with the hypothesised Inquiry-SCCT model. The results of the study showed that inquiry learning experiences were indicated as a positive predictor for the students’ career aspiration, and most of its effects were mediated by outcome expectations. Indeed, although self-efficacy and interest in learning science indicated positive correlations with future aspiration, outcome expectation presented the highest correlation with the science-related career. Gender differences were found in the model, but girls indicated higher outcome expectation and career aspiration than boys in Finland. 相似文献
4.
以赣南师范学院、武汉科技大学、太原科技大学的466名大学生为被试对象,采用新编大学生性别角色量表和大学生职业成熟度量表进行问卷调查,结果发现：大学生性别角色类型分布双性化占34．9％：未分化占32．0％;女性化占17．3％;男性化占15．9％;大学生男性特质与职业成熟度呈显著相关．女性特质与职业成熟度之间也存在显著相关;不同性别角色类型在职业成熟度上的得分存在显著差异,未分化个体的职业成熟度显著低于其他三种性别角色类型,其他类型两两之间无显著差异。 相似文献
5.
The article makes a case for the construction of narratives as major focus for career planning. Narratives can be seen as an appropriate compliment to the analysis of objective test data that has dominated our practice in the past. Narrative is described as an approach for career counselors to understand clients' vocational experiences and future plans. Subjective and objective aspects of a career narrative are explored, and emphasis is placed on co-authoring a career story that is subjectively meaningful and objectively sound. The client's subjective understanding of the career story is given importance as being pivotal information that must be considered in career counseling. Five key interventions are described from a narrative perspective. 相似文献
6.
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
7.
Roger Brindley 《Teachers and Teaching》2013,19(5):577-594
In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession. 相似文献
8.
While most studies have focused primarily on the correlates of career barriers, research examining specific career barrier
typology experienced among college students remains limited. Employing cluster analysis, this study explored the career barrier
typology of 318 college students using the Korean college students’ Career Barrier Inventory (KCBI). The variables used in
this study included ‘personality’ (hardiness, trait anxiety, locus of control, resilience, and optimism) and ‘career maturity
attitude’. Two major conclusions were drawn. Firstly, cluster analysis of the KCBI identified four groups of participants;
(a) a salient external career barrier group, (b) a well adjusted group, (c) a salient internal career barrier group, and (d)
the worst career barrier group. Secondly, the results suggest discrepant differences of personality variables and career attitude
maturity among the clustered groups. Limitations of the present study and suggestions for future research are also discussed. 相似文献
9.
Huy P. Phan 《高等教育研究与发展》2015,34(2):368-382
Future time perspective (FTP) is an important theoretical construct that may assist educators in their understanding of individuals' learning, motivation and decision-making. There is empirical evidence attesting to the predictive effects of anticipation of future goals on both cognitive and non-cognitive outcomes. The present study, based on previous conceptualizations, proposes the statistical testing of the impact of FTP on commitment to career choices and academic achievement in the subject educational psychology, via personal self-efficacy beliefs and effort expenditure. Two hundred and fifty-six first-year university students (151 women and 105 men) were administered a number of Likert-scale inventories and path analytical procedures were used to validate the hypothesized structural relations. The results yielded from a comparison of different a priori models indicate the impact of FTP on commitment to career choices and academic achievement indirectly, via personal self-efficacy. Personal self-efficacy is also found to exert positive effects on vocational exploration and academic achievement, highlighting the potency of social cognitive theory. In general, the findings obtained provide empirical grounding for applied educational practices and continuing research development. 相似文献
10.
2006年上海高校学生职业发展及就业调查报告 总被引：1，自引：0，他引：1
本调查报告介绍了2006年度上海高校学生职业发展及就业的现状.从上海高校学生可雇用性能力、职业成熟、就业的法制环境、用人环境、社会舆论环境、家庭环境、教育环境入手,分析了上海高校学生职业发展及就业的影响因素,提出了从加强法制建设、督促用人单位承担社会责任、开展职业发展教育评估、建立招生-培养-就业一体化的高等教育改革机制等促进大学生职业发展及就业的对策. 相似文献
11.
Reneé R. Boburka Richard K. Wesp Sussie Eshun Anthony L. Drago 《Studies in Continuing Education》2014,36(1):54-66
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
12.
Three hundred and sixty-seven secondary school students across five year levels (8–12) were assessed for levels of career maturity (attitude and knowledge), work commitment, work value, career decidedness (indecision and certainty), career decision-making self-efficacy and self-esteem, and indicated their age, gender, socioeconomic status, school achievement and work experience. Using two multiple regression analyses, the predictor variables were able to account for 52% of the variance of career maturity attitude, and account for 41% of the variance of career maturity knowledge. Self-efficacy, age, career decidedness (certainty) and work commitment were the main predictors of career maturity attitude. Age, gender, career decidedness (certainty), work commitment and career decidedness (indecision) were the main predictors of career maturity knowledge. Results demonstrated the importance of examining two aspects of career maturity (attitude and knowledge), and were discussed in the context of Super's (1957, 1990) theory of career development. 相似文献
13.
职业在个体一生的发展中占有举足轻重的地位,对职业成熟度的研究有利于针对高职生开展职业心理辅导工作。以闽西职业技术学院为例,在高职“双困生”开展积极有效的团体职业生涯辅导能有效提升高职“双困生”的心理健康程度,进而帮助高职“双困生”清晰生涯目标,充分增强自我动机,加强生涯决策能力,切实提升职业成熟度。 相似文献
14.
The present study explored the relationships of preservice teachers’ levels of commitment to teaching and their beliefs and perceptions of teaching as a career. Participants were undergraduate students enrolled in a teacher education program at a major university in the southeast. Sixty‐seven preservice teachers completed a survey in which they rated the importance of 20 factors for influencing their choice of career. Additionally, among the survey respondents, nine students were selected from three groups of preservice teachers for in‐depth interviews: (1) students who were currently considering teaching as a career choice, (2) students who were undecided about their future teaching career, and (3) students who were no longer considering teaching as a career. Overall, findings from this study revealed that preservice teachers’ understanding of their goal of becoming teachers and interpretations of their motivation for teaching were unique, yet the types of influences on their career choices were similar across participants’ stories. 相似文献
15.
This article explores the experiences of male and female academics in China's higher education system concerning career progression and examines how they perceive the challenges faced by the opposite gender. Our analysis of interviews with 40 academics from a research university revealed that academics' experience of career progression is informed by gendered divisions of labour at home and work and by gendered role expectations that are prevalent in Chinese culture. Female academics reported performing a disproportionate amount of household work: some felt satisfied with having moderately successful academic careers, whereas others aspired to do more but grappled with the difficulties of doing so. In contrast, male academics mentioned great pressure to pursue promotion and career progression: they reported feeling less work–family stress but were fearful of failing in their role as breadwinners. Male and female academics showed mixed comprehension of each other's plight, but in general, female academics recognised that male academics faced higher career expectations but lower household burdens, and male academics felt that female academics had lower career expectations and many more burdens and constraints. Male academics tended to stress biological and societal reasons for gender differences in Chinese academia, whereas female academics highlighted the power of cultural and social beliefs. We argue that the challenges faced by Chinese academics can only be mitigated if gender-specific promotion paths that recognise men's and women's social roles and obligations are made available. 相似文献
16.
This study was designed to investigate how psychological separation and parental attachment are related to career maturity separately and simultaneously and to investigate the influence of gender on the relationships among these variables. Subjects were 82 single white college freshmen from intact families. Data analysis using a canonical correlation analysis revealed that although psychological separation is relevant, parental attachment plays a more important role in career maturity. The relationship among the variables did not differ for men and women. The implications of this study for theory and counseling practice are discussed and recommendations for future research are presented. 相似文献
17.
Kelly Arrington 《Journal of Career Development》2000,27(2):103-109
Students in middle grades are making decisions that greatly affect their future educational and career paths. Many times students do not have the necessary information or assistance to help them make decisions that would engender success in their educational and career paths. For students to be able to think about their career plans with any depth, they must have a foundation of career awareness and career exploration experiences. These experiences can help students realize what is required of them when interested in a certain career or career cluster and help them form realistic career plans. Implementation of a six-year plan of study, curriculum infusion, and job shadowing are just a few of the critical elements that need to take place in the career exploration phase. These elements, along with others found in a comprehensive career guidance program, can help assure students are cognizant of the many educational and career opportunities available to them and how to capitalize on these opportunities. 相似文献
18.
This article documents the experiences of three early career academics trying to establish a network of early career academics (ECAs) in a middle-ranked university in Australia. The changing context of academia means that ECAs face considerable challenges in understanding and negotiating effective career paths. Some of the issues encountered include insecure employment arrangements; unclear and shifting expectations; heavy workloads and competing demands; and conflicting experiences around the collegiate culture of academia. As research and teaching institutions, universities must ensure the ongoing development of new academics. While there is a growing interest in exploring the issues confronted by new academics, much remains to be done to better understand, and improve, the pathways of academic development. To this end we reflect on our efforts to establish an ECA network that aimed to enhance professional development, facilitate an improved research culture and establish an informal peer support network. We did so through establishing an online presence for sharing information, hosting a series of professional development seminars and hosting a 2.5 day writing retreat. Our experiences suggest that, while efforts to enhance the capacity of ECAs are worthwhile, the very same pressures that our network was attempting to address were simultaneously creating barriers to ECA involvement in the network and its activities. 相似文献
19.
In this article, results are presented from a large‐scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family‐friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools. 相似文献
20.
The objective of this exploratory study of teacher beliefs was twofold: first, to determine whether the construct of academic optimism could be defined and measured as an individual teacher characteristic as it has been at the collective school level, and second, to identify sets of teacher beliefs and practices that were good predictors of academic optimism. With a diverse sample of American elementary teachers, a second-order principal components analysis supported the hypothesis that academic optimism was a general construct composed of efficacy, trust, and academic emphasis. In addition, dispositional optimism, humanistic classroom management, student-centred beliefs and practices, and organizational citizenship behaviour were individually and collectively related to the explanation of a teacher's sense of academic optimism, controlling for SES. 相似文献