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1.
Babarović Toni Dević Ivan Blažev Mirta 《International Journal for Educational and Vocational Guidance》2020,20(2):429-450
International Journal for Educational and Vocational Guidance - The study examines the effectiveness of a career intervention in middle schools. The intervention was organized in eight... 相似文献
2.
In Heok Lee Jay W. Rojewski Roger B. Hill 《International Journal for Educational and Vocational Guidance》2013,13(1):25-45
Latent class analysis was used to examine the career preparation of 5,227 11th-grade Korean adolescents taken from the Korean Education Longitudinal Study of 2005 (KELS:2005). Three career preparedness groups were identified, to reflecting Skorikov’s (J Vocat Behav 70:8–24, 2007) conceptualization of career preparedness: prepared, confused, and unprepared. Most individual, family, and school factors selected for study were statistically significant predictors of group membership. Results provided insight about career decidedness and career planning from a Korean context. 相似文献
3.
Elif Balin Andreas Hirschi 《International Journal for Educational and Vocational Guidance》2010,10(3):161-176
This study investigated whether career adaptability, personality, attitude towards career counselling and some demographic
variables predict the help seeking behaviour in career counselling among 330 Swiss adolescents in eighth grade. The results
indicated that boys were less likely to seek help and that career related variables and attitude but not personality significantly
predicted help-seeking. Specifically, help seeking related positively to undecidedness and positive perception of career counselling.
Implications for school and career counsellors and suggestions for future research are presented. 相似文献
4.
Paulo Miguel Cardoso Maria Céu Taveira Constan?a Sacadura Biscaia Maria Gra?a Santos 《International Journal for Educational and Vocational Guidance》2012,12(3):225-241
In this study, we explored main dilemmas psychologists face in career counselling in two main professional settings: employment and education. Participants included 24 experienced Portuguese psychologists, working in employment (n?=?14) and educational (n?=?10) settings. We used consensual qualitative research to conduct and analyse semi-structured interviews. Results revealed dilemmas?? in five domains: neutrality, assessment, dual loyalty, role boundaries, and confidentiality, with the typical dilemma in the domain of neutrality. Differences between groups were found in the domains of dual loyalty and role boundaries. 相似文献
5.
Ingela Bergmo-Prvulovic 《International Journal of Lifelong Education》2014,33(3):376-392
This paper explores the essential understanding and underlying perspectives of career implicit in EU career guidance policy in the twenty-first century, as well as the possible implications of these for the future mission of guidance. Career theories, models and concepts that serve career guidance are shaped on the twentieth-century industrial division of labour and now face a crisis due to the influence of globalization on working life. The transition to a knowledge-based society also challenges the traditional view of career: vocational and educational paths are no longer linear, predictable or stable. The analyses of EU policy documents and ethical declarations discussed here indicate that meanings of career are under reconstruction and that these documents fail to clarify the underlying meanings or perspectives on career contained therein. The essential meaning of career, as communicated through characterizations and dominating underlying perspectives in EU policy, puts greater emphasis on career guidance as being conducted on behalf of society, rather than the individual. Ethical tensions within the career guidance profession appear to have increased, and the profession is also challenged in its professionalization by contradictions and broadened areas, activities and functions. 相似文献
6.
Chi-Sum Wong Ping-Man Wong Kelly Z. Peng 《International Journal for Educational and Vocational Guidance》2011,11(1):39-53
In this study, we attempt to investigate the potential effects of parents’ career interests on young adults’ career interests.
Using a sample of 113 freshmen in Hong Kong, results indicated that after controlling for personality, gender, general mental
abilities and emotional intelligence, some of the parents’ career interests were still related to the young adults’ respective
career interests. For some types of interests, the extent of influences is found to be contingent on the gender of the respondents.
Implications are discussed. 相似文献
7.
ABSTRACTEarly career academics (ECAs) represent the future of the academic workforce, but competition and career uncertainty is resulting in disengagement and burnout. In professions outside academia, increased engagement is associated with perceived organisational support and fair recognition and rewards, as well as opportunities to meet basic psychological needs of autonomy, competence and relatedness. In contrast, decreased engagement is linked with increasing demands on effort and over-commitment to work. The current study used multiple linear regression to test whether comparable relationships were observed in a sample of 151 ECAs in an Australian university. Opportunities to build and demonstrate competence at work, the presence of meaningful relationships and perceived organisational support were independent and statistically significant predictors of engagement. The need for autonomy and fair rewards and recognition appeared to be correlated but not statistically significant predictors of engagement. Contrary to prediction, increasing effort and over-commitment to work did not predict decreases in engagement. These results are discussed in light of implications for programs designed to support the development of ECAs into various career pathways. 相似文献
8.
Vautero Jaisso Silva Ana Daniela do Céu Taveira Maria 《International Journal for Educational and Vocational Guidance》2021,21(3):551-570
International Journal for Educational and Vocational Guidance - This study examined the influence of family on career choice implementation, assuming that implementation can be assessed through... 相似文献
9.
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
10.
Sharon L. Nichols Paul A. Schutz Kelly Rodgers Kimberly Bilica 《Teachers and Teaching》2017,23(4):406-421
The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching identities. Our data yielded a model of ‘identity-work’ that reflected the teachers’ engagement in a reflective process of understanding themselves as it related to those emotional episodes. Our model includes four key processes: (1) Teacher incoming identity beliefs; (2) Teacher identity emotional episodes; (3) Teacher attributions and (4)Identity adjustment. All of our teachers exhibited a form of this process with some teachers elaborating on the ways in which pleasant emotional experiences confirmed their identities and others elaborating on the ways in which unpleasant emotional experiences caused them to confront and/or adjust their emergent identities. Implications for future research and teacher education are discussed. 相似文献
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12.
Barbara Turnbull 《Teachers and Teaching》2013,19(5):457-464
Current research indicates that new teachers want to be involved in school‐level decision‐making. Upon entering the profession, many novice teachers are surprised and disillusioned to find they have considerably less involvement and influence than expected. Based on strategies that have been developed, revised, and refined over a number of years in two teacher preparation programs in the eastern US, the current discussion proposes that teacher preparation programs incorporate training in school‐based management as a means to better prepare new teachers for the political realities of the profession. Intended for teacher educators, this paper describes how the research component common to most teacher education programs can be used as a venue to train teacher candidates in school‐based management. 相似文献
13.
This research is an investigation of the link between adaptive functioning and resilience in early career teachers (ECT). Resilience is considered an important capability of teachers and research has shown that teachers who are resourceful, demonstrate agency and develop positive management strategies overcome adversity. In this research, we aim to examine more closely the strategic processes associated with resilience and whether these vary in a cohort of ECT. A sample of ECT (n = 160; M = 31.09, SD = 6.92) participated in the study. The findings showed that, consistent with previous research on adaptive change, three groups emerged from the cohort: stabilisers, adapters, and innovators. Stabilisers were the least resilient, adapters were more resilient, and innovators were most resilient. Length of service was not significantly associated with resilience, while a weak interaction was found between years of service and adaptive functioning. Resilience was strongly associated with adaptive functioning. Findings are discussed in relation to resilience and ECT’s self-care. 相似文献
14.
15.
Career progression for women academics to higher levels is not in proportion to their representation within the profession.
This paper looks at theories about this and relates them to current practices within universities for allocating work. The
management of workloads can disadvantage women through a number of interactive factors. Interruptions in continuity of employment
and fractional contracts can work to exclude or hinder research activity, an area pivotal for higher progression. The issue
that many models for allocating work exclude research from their calculations exacerbates this. Additionally this feeds off
expectations that research work is conducted after hours at home, a feature that women may find more difficult. Lastly a lack
of transparency can allow areas of, often unwitting, discrimination to go undetected through the skewed allocation of types
of work not strongly associated with promotion. The paper suggests a series of measures that might improve this situation. 相似文献
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17.
Katharina Fellnhofer 《European Journal of Education》2018,53(2):218-237
This article analyses the impact of narratives on entrepreneurial attitudes and intentions. To this end, a quasi-experiment was conducted to evaluate web-based entrepreneurial narratives. The paired-sample tests and regression analysis use a sample of 466 people from Austria, Finland, and Greece and indicate that individuals’ perceptions of the desirability of entrepreneurship and entrepreneurial intention are significantly different before and after exposure to entrepreneurial narratives. Furthermore, the findings indicate that perceptions of the feasibility of entrepreneurship are more strongly affected by videos than by cases. From a policy perspective, this study raises awareness that entrepreneurship is an attractive career path. 相似文献
18.
Peter McIlveen Harsha N. Perera Margaret Baguley Henriette van Rensburg Rahul Ganguly Anne Jasman 《Asia-Pacific Journal of Teacher Education》2019,47(2):103-117
Teachers’ engagement in professional learning is vital to the profession’s sustainability. Their professional learning is influenced by the demands of balancing work, family, and the strain of balancing the two. This challenge is addressed through the notion resilience, operationalized as career adaptability. In a sample of teachers (N = 193), the present research explored the relations between career adaptability, family-to-work conflict (time-based and strain-based), and engagement in professional learning. Structural equation modelling revealed that time-based conflict mediated the relation between career adaptability and strain-based conflict. Strain-based conflict, in turn, negatively predicted engagement with professional development studies. It is recommended that strategies for teachers’ professional learning are inclusive of contextual factors, such as family-to-work conflict, and focused on enhancing their career adaptability. 相似文献
19.
Ji Hong Barbara Greene Robin Roberson Dionne Cross Francis Lauren Rapacki Keenan 《Teacher Development》2018,22(3):408-426
The purpose of this study was to investigate various career paths pre-service teachers explore and the processes of establishing their commitment to becoming a teacher. A mixed-methods design was employed; 326 surveys measured the levels of pre-service teachers’ career exploration and commitment using occupational identity status (achievement, moratorium, foreclosure, and diffusion), along with resilience and perceived instrumentality. Thirty-two interviews were followed to further explore detailed variations of their career decision-making journey. MANOVA analysis indicated significant differences for resilience and perceived instrumentality based on the four occupational identity statuses. Subsequent qualitative analysis identified various patterns where pre-service teachers differed in their entry motivation, negotiation for their career decision making, and the strength of their commitment to teaching. The findings of this study illuminate iterative and non-linear development of pre-service teachers’ professional identity. 相似文献
20.
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