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dc.contributor.authorKuijpers, Marinka
dc.contributor.authorMeijers, Frans
dc.contributor.authorWinters, Annemie
dc.date.accessioned2010-02-08T10:28:53Z
dc.date.available2010-02-08T10:28:53Z
dc.date.issued2009
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/22917
dc.description.abstractThis paper explores which learning environments – geared towards career learning in students –contribute to the acquisition of career competencies in students attending pre-vocational, secondary and higher vocational education. The learning environment is laid out into the organization of the curriculum and career guidance. The study makes a distinction between three career competencies: career reflection, career forming and networking. Two quantitative studies (8325 students and 537 teachers in total) in pre-vocational, secondary and higher vocational education took place in order to study the relationship between aspects of the learning environment and career competencies. A case study in secondary vocational education provides a description of what happens in conversations between the student, the teacher and a mentor from placement. Conversations are observed and analysed from a career learning perspective for formal characteristics, content, form, and relational components. The results show that career-directed guidance at school and on the job – including a dialogue with the student about concrete experiences that are focused on the future – contributes most to career competencies in students. Also a learning environment which is practice based and in which students have the opportunity to have a say in what and how they learn, contributes to career development of students.en
dc.language.isoeng
dc.titleGuidance on career development in vocational education in the Netherlandsen
dc.typeArticleen
dc.identifier.urnURN:NBN:fi:jyu-201002081204
dc.type.dcmitypeText
dc.rights.accesslevelopenAccessfi
dc.relation.conferenceIAEVG International Conference 2014


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