Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective |
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| Authors: | Richard Watermeyer Pat Morton Jill Collins |
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| Institution: | 1. Department of Education, University of Bath, Bath, UK;2. Centre for Science Education, Sheffield Hallam University, Sheffield, UK |
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| Abstract: | This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n?=?94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. |
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| Keywords: | Case study vocational education teacher beliefs |
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