Differences and Similarities in the Use of the Portfolio and Personal Development Plan for Career Guidance in Various Vocational Schools in The Netherlands

Autor/inn/en	Mittendorff, Kariene; Jochems, Wim; Meijers, Frans; den Brok, Perry
Titel	Differences and Similarities in the Use of the Portfolio and Personal Development Plan for Career Guidance in Various Vocational Schools in The Netherlands
Quelle	In: Journal of Vocational Education and Training, 60 (2008) 1, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Portfolios (Background Materials); Vocational Schools; Foreign Countries; Career Guidance; Vocational Education; Career Development; Teacher Attitudes; Student Attitudes; Correlation; Individualized Education Programs; Competency Based Education; Case Studies; Interviews; School Surveys; Netherlands + Suchen Sie Ihr Suchwort? Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Ausland; Berufsorientierung; Ausbildung; Berufsbildung; Berufsentwicklung; Lehrerverhalten; Schülerverhalten; Korrelation; Individualized education program; Individualisierendes Lernen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Niederlande
Abstract	In The Netherlands, a growing number of vocational education and training institutes are implementing competence-based approaches to learning, including new career guidance practices. These practices often involve instruments such as portfolios or personal development plans, and are aimed at supporting students in their search for a sense of direction, occupational choice and developing their identities. In this study perceptions of teachers, career counsellors and students on portfolios and personal development plans for career development were investigated at two vocational schools and one prevocational school. The results suggest that these instruments are perceived to be useful when used in a dialogical context. If used in a context without reflexive dialogues between teachers and students, students perceived the instruments as not useful and showed coping behaviour, such as not committing themselves to the actual goals or completing the instruments for external purposes/credits only. (Contains 1 figure and 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10