Process Description of a Dialogue-Focused Intervention to Improve Career Guidance Policy in Three Schools

Autor/inn/en	Draaisma, Aniek; Meijers, Frans; Kuijpers, Marinka
Titel	Process Description of a Dialogue-Focused Intervention to Improve Career Guidance Policy in Three Schools
Quelle	In: Australian Journal of Career Development, 27 (2018) 1, S.40-53 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1038-4162
DOI	10.1177/1038416217744217
Schlagwörter	Foreign Countries; Career Exploration; Career Guidance; Secondary Education; Vocational Education; Secondary School Teachers; Faculty Development; Secondary School Students; Teamwork; Transformational Leadership; Cooperative Learning; Leadership Responsibility; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Berufserkundung; Berufsorientierung; Sekundarbereich; Ausbildung; Berufsbildung; Sekundarschüler; Kooperatives Lernen; Niederlande
Abstract	To boost the existence of career-learning environments in Dutch vocational education, the innovation project 'Career Orientation and Guidance (COG) in Secondary Vocational Education' started in 2012. In this article, we describe the effects of this project on the level of policy formulation and implementation by means of three case studies. Data were collected at three schools through interviews, observations of meetings and teacher training, and analysis of policy documents. We conclude that a dialogue between managers and teachers, as well as among teachers is essential for changes in the learning environment of the students, since formulating a school-wide strategic policy requires communication between the different levels of the organisation, and clear tactical policy or operational plans require teacher teams and their team leaders to engage in substantive dialogues about the Career Orientation and Guidance innovation process. Instructional as well as transformational leadership stimulates a dialogical work environment for teachers and their managers, which is necessary for a dialogical career-learning environment for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01