Professionalising teachers in career dialogue: an effect study

Marinka Kuijpers, Frans Meijers*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

As a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency development in students. For the quantitative part of the study, a quasi-experimental research design was used to measure effects among 2291 students. Video recordings of conversations were used to do qualitative research. The results show that only when off-the-job training is followed by on-the-job coaching, the professionalising of teachers proves to be effective as measured on student level. Students notice that the guidance conversations are more appreciative, reflective and activating and that they focus more on self-image development, work and career action. The observations made with regard to the guidance conversations also show that these conversations become more career related.
Original languageEnglish
Pages (from-to)83-96
Number of pages14
JournalBritish Journal of Guidance & Counselling
Volume45
Issue number1
DOIs
Publication statusPublished - 2017

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Students
Research Design
Video Recording
Qualitative Research
Growth

Keywords

  • Professional development
  • career education
  • teachers

Cite this

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title = "Professionalising teachers in career dialogue: an effect study",
abstract = "As a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency development in students. For the quantitative part of the study, a quasi-experimental research design was used to measure effects among 2291 students. Video recordings of conversations were used to do qualitative research. The results show that only when off-the-job training is followed by on-the-job coaching, the professionalising of teachers proves to be effective as measured on student level. Students notice that the guidance conversations are more appreciative, reflective and activating and that they focus more on self-image development, work and career action. The observations made with regard to the guidance conversations also show that these conversations become more career related.",
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Professionalising teachers in career dialogue : an effect study. / Kuijpers, Marinka; Meijers, Frans.

In: British Journal of Guidance & Counselling, Vol. 45, No. 1, 2017, p. 83-96.

Research output: Contribution to journalArticleAcademicpeer-review

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T2 - an effect study

AU - Kuijpers, Marinka

AU - Meijers, Frans

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AB - As a result of the changing notions of work, schools are increasingly acknowledging that they have a strong responsibility in guiding students not only in their academic growth, but also in their career development. This paper presents the results of a study about the effects of teacher training on career dialogues promoting career competency development in students. For the quantitative part of the study, a quasi-experimental research design was used to measure effects among 2291 students. Video recordings of conversations were used to do qualitative research. The results show that only when off-the-job training is followed by on-the-job coaching, the professionalising of teachers proves to be effective as measured on student level. Students notice that the guidance conversations are more appreciative, reflective and activating and that they focus more on self-image development, work and career action. The observations made with regard to the guidance conversations also show that these conversations become more career related.

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