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

Aniek Draaisma*, Frans Meijers, M.A.C.Th. Kuijpers

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

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.
Original languageEnglish
Title of host publicationHandbook of Innovative Career Counselling
EditorsJacobus G. Maree
Place of PublicationCham
PublisherSpringer
Chapter39
Pages711-730
Number of pages20
ISBN (Electronic)9783030227999
ISBN (Print)9783030227982
DOIs
Publication statusPublished - 21 Jul 2019

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career guidance
teacher's role
learning environment
career
teacher
learning
Vocational Education
student
innovation
communication
interview
school

Cite this

Draaisma, A., Meijers, F., & Kuijpers, M. A. C. T. (2019). Innovating Towards Career Learning Environments: Changes in Teachers’ Role Perception Regarding Career Guidance. In J. G. Maree (Ed.), Handbook of Innovative Career Counselling (pp. 711-730). Cham: Springer. https://doi.org/10.1007/978-3-030-22799-9_39
Draaisma, Aniek ; Meijers, Frans ; Kuijpers, M.A.C.Th. / Innovating Towards Career Learning Environments : Changes in Teachers’ Role Perception Regarding Career Guidance. Handbook of Innovative Career Counselling. editor / Jacobus G. Maree. Cham : Springer, 2019. pp. 711-730
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Draaisma, A, Meijers, F & Kuijpers, MACT 2019, Innovating Towards Career Learning Environments: Changes in Teachers’ Role Perception Regarding Career Guidance. in JG Maree (ed.), Handbook of Innovative Career Counselling. Springer, Cham, pp. 711-730. https://doi.org/10.1007/978-3-030-22799-9_39

Innovating Towards Career Learning Environments : Changes in Teachers’ Role Perception Regarding Career Guidance. / Draaisma, Aniek; Meijers, Frans; Kuijpers, M.A.C.Th.

Handbook of Innovative Career Counselling. ed. / Jacobus G. Maree. Cham : Springer, 2019. p. 711-730.

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

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AB - 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.

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Draaisma A, Meijers F, Kuijpers MACT. Innovating Towards Career Learning Environments: Changes in Teachers’ Role Perception Regarding Career Guidance. In Maree JG, editor, Handbook of Innovative Career Counselling. Cham: Springer. 2019. p. 711-730 https://doi.org/10.1007/978-3-030-22799-9_39