Career Guidance and Counselling: The Nature and Types of Career-Related Teacher Social Support in Hong Kong Secondary Schools

Autor/inn/en	Wong, Lawrence P. W.; Yuen, Mantak; Chen, Gaowei
Titel	Career Guidance and Counselling: The Nature and Types of Career-Related Teacher Social Support in Hong Kong Secondary Schools
Quelle	In: British Journal of Guidance & Counselling, 50 (2022) 6, S.897-915 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Lawrence P. W.) ORCID (Yuen, Mantak) ORCID (Chen, Gaowei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2022.2040005
Schlagwörter	Foreign Countries; High School Students; Student Attitudes; Career Guidance; Career Counseling; Teacher Student Relationship; Teacher Role; Career Planning; Psychological Patterns; Personal Autonomy; Interpersonal Relationship; Information Dissemination; Stress Management; Social Support Groups; China + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Berufsorientierung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle; Karriereplanung; Individuelle Autonomie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Informationsverbreitung; Stressmanagement; Stressbewältigung; Social support; Soziale Unterstützung
Abstract	We explored Chinese adolescents' perceptions of the types of career-related teacher support they had experienced and found helpful. Four focus group discussions were conducted with 30 15-18-year-old high school students in Hong Kong, China. Students perceived the most helpful forms of teacher support for career planning to be those that related to emotional connectedness, information resourcefulness, accessibility, and encouragement of student autonomy. The group discussions also indicated that any support from teachers that helped with stress relief was a very important type of teacher support under the exam-driven teaching culture in Hong Kong. Implications of these findings include enhancing the quality of teacher support in secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01