Career development, management, and planning from the vocational psychology perspective

McIlveen, Peter

doi:10.1163/9789087909178_006

Cited by 14 publications

(9 citation statements)

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“…Ele não é, contudo, um comportamento pontual que ocorre em momentos isolados da vida de uma pessoa, ainda que seja mais saliente durante as etapas de transição profissional (Zikic & Klehe, 2006). De fato, a atividade de planejar a carreira é um processo que se dá continuamente ao longo da vida e, assim, está estreitamente relacionada com a própria noção de desenvolvimento de carreira (McIlveen, 2009). Em sentido amplo, desenvolvimento de carreira refere-se ao processo de administrar, ao longo do ciclo vital, trabalho, aprendizagens, lazer e transições (esperadas e inesperadas) de forma a moverse em direção a um estado futuro desejado.…”

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“…Em sentido amplo, desenvolvimento de carreira refere-se ao processo de administrar, ao longo do ciclo vital, trabalho, aprendizagens, lazer e transições (esperadas e inesperadas) de forma a moverse em direção a um estado futuro desejado. Fica implícito, nessa concepção, que a carreira pode ser gerenciada, ao menos em parte, e que o indivíduo tem a possibilidade de fazer muitas coisas que podem influenciar a sua vida relacionada ao trabalho (McIlveen, 2009).…”

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“…Por outro lado, o planejamento de carreira não se resume aos aspectos cognitivos da construção de metas de carreira. Ele implica um comportamento ativo e deliberado de gestão pessoal da carreira, com o propósito de promover o seu desenvolvimento na direção desejada, e que exige um engajamento do indivíduo (McIlveen, 2009). Para que os objetivos de carreira possam ser atingidos e mesmo ajustados, é necessário o envolvimento contínuo da pessoa nesse processo, buscando informações sobre si e o mundo do trabalho, testando-se e avaliando-se em diferentes circunstâncias e procurando monitorar tanto a consecução dos objetivos quanto a congruência deles com as expectativas pessoais em relação à carreira.…”

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Autoeficácia e personalidade no planejamento de carreira de universitários

Ourique

Teixeira

2012

Psico-USF

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O presente estudo teve como objetivo principal avaliar as relações da personalidade e da Autoeficácia Profissional com o comportamento de planejamento de carreira de universitários. Participaram do estudo 213 alunos de graduação, de ambos os sexos, com idade média de 24,8 anos (dp=4,14). Os instrumentos utilizados foram um Questionário Sociodemográfico, as Escalas de Desenvolvimento de Carreira de Universitários e a Bateria Fatorial de Personalidade. Para a análise dos dados, foram realizadas correlações de Pearson e análises de regressão. Os resultados indicaram que a Autoeficácia Profissional e os fatores de personalidade desempenharam papéis específicos na predição do Planejamento de Carreira. A Autoeficácia Profissional esteve positivamente correlacionada com o Planejamento de Carreira. Ainda, o Neuroticismo (correlação negativa), a Extroversão e a Realização mostraram-se significativamente correlacionados com essa variável. Discute-se sobre a importância de se considerarem as diferenças individuais e de se promoverem a autoeficácia no contexto de aconselhamento de carreira.

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Autoeficácia e personalidade no planejamento de carreira de universitários

Ourique

Teixeira

2012

Psico-USF

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“…However, next to an organisational notion that is characterised by positions, promotion steps, salary scales, etc., careers can also be interpreted as personal journeys with developmental stages unfolding over a life span and which are characterised by crucial decisions at transitional moments (McIlveen, ). This perspective connects the organisational HR perspective with the perspective from vocational psychology, emphasising elements such as personal interest, values, ambitions, self‐efficacy, choice, agency and life‐stories (McIlveen, ; Swanson, ). These career perspectives are important, as teachers' job satisfaction is linked to career prospects and job diversity (ILO, ; OECD, ).…”

Section: The Need For Stronger Career Policies For Teachersmentioning

confidence: 99%

Reframing the teacher profession as a dynamic multifaceted profession: A wider perspective on teacher quality and teacher competence frameworks

Snoek

Dengerink

Wit³

2019

Euro J of Education

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Many countries in Europe use some kind of competence framework to define the quality of teachers. They typically formulate one level of teaching quality which defines the competence level that teachers must have acquired after completing initial teacher education. In addition, most countries provide limited career structures that define career opportunities within the teacher profession itself, resulting in a profession where often the only option for career progression is to move to leadership positions. Competence frameworks that create opportunities for vertical and horizontal career structures can make being a teacher a more attractive profession. They offer teachers opportunities for ‘career crafting’ and professional growth and supply school leaders with tools for more elaborate career guidance. In this article, we present a framework that was developed in the Netherlands to support teacher growth and teachers' career development. It has been used as a starting point for creating a shared language and understanding of the teacher profession and as a catalyst for dialogue between teachers and school leaders on professional growth. We elaborate the main characteristics of the resulting model, its limitations, the feedback that has been collected and how this feedback has been incorporated in how the model is used and discussed by teachers, school leaders and teacher education institutes. Finally, we argue that the strength of the framework can be explained by the way it acts as a boundary object, inspiring mutual learning and dialogue between different activity systems (of teachers, school leaders and teacher educators).

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“…Thus, the rhetoric of case conceptualization is an articulation of an exclusive language of a closed/discourse community (Swales, 1990) that assume certain epistemological perspectives, such as post-positivist, social constructionist, or critical/ideological (McIlveen, 2009). The key to unlock the codex of their language is conceptual metaphor (Lakoff & Johnson, 1980), which we introduce here as the foundation of a new research method for research into case conceptualization.…”

Section: Where There Is Rhetoric There Is Metaphormentioning

confidence: 99%

Counseling Case Formulation as Metaphor

McIlveen

Creed

2018

Narrative Interventions in Post-Modern Guidance and Career Counseling

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Case formulation is the rhetorical centerpiece of counseling. Case formulation arises from empirical assessment and directs evidence-based intervention. Case formulation emanates from an epistemology that is enlivened in an arcane rhetoric. Case formulation speaks to ontology of life and an axiology for living a good life. Case formulation is defined by and concomitantly defines the counselor. In the interpersonal dynamic of counseling, the counselor cannot be any other than the one who conceptualizes the life of the other-the client. The counselor's rhetoric is an aesthetic form found within a very specific discourse that construes the mental life of the client and ipso facto, the counselor. For it is in the conceptualization of the case that the counselor is revealed, consciously or unconsciously, through the rhetoric used to objectify the life of another. Here we focus on the professional practice of case formulation as a highly specialized aesthetic of counseling practice.

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Career development, management, and planning from the vocational psychology perspective

Cited by 14 publications

References 113 publications

Autoeficácia e personalidade no planejamento de carreira de universitários

Autoeficácia e personalidade no planejamento de carreira de universitários

Reframing the teacher profession as a dynamic multifaceted profession: A wider perspective on teacher quality and teacher competence frameworks

Counseling Case Formulation as Metaphor

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