Learners' Perceptions of a Career Guidance Curriculum in Different School-Based Support Systems in Switzerland

Autor/inn/en	Kamm, Chantal; Gebhardt, Anja; Gonon, Philipp; Brühwiler, Christian; Dernbach-Stolz, Stefanie
Titel	Learners' Perceptions of a Career Guidance Curriculum in Different School-Based Support Systems in Switzerland
Quelle	In: Journal of Vocational Education and Training, 72 (2020) 3, S.375-395 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kamm, Chantal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2019.1610474
Schlagwörter	Student Attitudes; Secondary School Students; Career Guidance; Student Centered Learning; Content Analysis; Social Structure; Foreign Countries; Vocational Education; Track System (Education); Decision Making; Case Studies; Transitional Programs; Student Participation; Switzerland + Suchen Sie Ihr Suchwort? Schülerverhalten; Sekundarschüler; Berufsorientierung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Inhaltsanalyse; Sozialstruktur; Ausland; Ausbildung; Berufsbildung; Leistungsgruppe; Leistungsdifferenzierung; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schweiz
Abstract	This article examines the different functions and further potential of a curriculum of career guidance in lower secondary school and bridge-year courses. With a focus on young adults following a nonlinear pathway to post-compulsory education in the Swiss Canton of Zurich, we answer the questions why bridge-year courses are attended (RQ1) and how career guidance is perceived (RQ2). Furthermore, optimisation segments for a curriculum of career guidance were analysed from a learner-centred perspective (RQ3). Taking a mixed-method approach, we combine data from a quantitative questionnaire and qualitative problem-centred interviews. To examine differences in attendance of bridge-year courses and the perceived usefulness of supporting actors, quantitative data were analysed by mean ranges. The in-depth qualitative data were analysed using a structured content analysis. The findings underline the importance of an individualised approach to career guidance in both lower secondary school and on bridge-year courses. There is further potential for a curriculum of career guidance in lower secondary school to strengthen the orientation function, taking into account the potential of social structural reproduction. Bridge-year courses should rethink their compensation function given the diversity of their attendees. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01