The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

Dodd, Vanessa; Hooley, Tristram

doi:10.1080/13664530.2017.1385518

Cited by 11 publications

(11 citation statements)

References 14 publications

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“…The current study indicated that brief MI training, which supported teachers by gaining some specific and useful techniques to foster career development of their students from low SES, increased teachers' self-efficacy regarding student-engagement as well as in providing career services. The middle school years are of critical importance in helping students with their career development (Akos, 2004), and therefore, teachers have a crucial role in the provision of support through the delivery of career services and information, and in the conversations held with students (e.g., Dodd & Hooley, 2018). One powerful way of improving this process is to foster students' motivation, which is significantly needed in the case of career indecision or dilemmas faced by students, especially those who are at risk or from a disadvantaged status (Reid, 2008), about their future and thereby increase their school engagement (Blustein, 2006;Hirschi et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Teachers play the role of good models and social support system for students even through career interventions (Dodd & Hooley, 2018). Therefore, it becomes beneficial to acquire the techniques of MI (Sheldon, 2010) so that they can help their students, especially those from disadvantaged conditions with a sense of ambivalence towards to their future (Reid, 2008), realize the challenges they face with and set goals for future.…”

Section: Introductionmentioning

confidence: 99%

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Brief motivational interviewing training for teachers providing career services in Turkey: A pilot study

Özdemir

Aydın

2021

Int J Educ Vocat Guidance

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This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers' efficacy in providing career services to socioeconomically disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers' sense of efficacy regarding student engagement. Qualitative data indicated teachers' increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers' competencies and can motivate students of low socioeconomic status. Keywords Motivational interviewing • Early career teachers • Teachers' efficacy Résumé Formation à l'entretien motivationnel pour les enseignants offrant des services d'orientation professionnelle en Turquie : Une étude piloteCette étude pilote utilisant des méthodes mixtes a examiné l'efficacité d'une brève formation à l'entretien motivationnel (EM) sur l'efficacité des enseignants du secondaire à fournir des services d'orientation professionnelle aux élèves défavorisés sur le plan socio-économique. Quarante-cinq enseignants (55% d'hommes) ont reçu une formation de six heures sur les besoins en développement de carrière des élèves du secondaire et sur les techniques d'entretien motivationnel. Les résultats quantitatifs ont indiqué un effet significatif de la formation sur le sentiment d'efficacité des enseignants concernant l'engagement des élèves. Les données qualitatives indiquent que

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Brief motivational interviewing training for teachers providing career services in Turkey: A pilot study

Özdemir

Aydın

2021

Int J Educ Vocat Guidance

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“…The semantic position "learning" represents theories that focus on a more open and holistic understanding of what a career is and the individual's contextual and structural bases for their career choice (e.g. Dodd & Hooley, 2018;Irving, 2018;Law, 2017;Watts et al, 2015). In these theories, careers as a concept and learning about careers seek to capture the complexity of lived life.…”

Section: Semantic Positions Starting From the Context And The Structuresmentioning

confidence: 99%

Helpful or Harmful? The Integration of Career Learning in the Danish Upper Secondary Curriculum

Felby

2022

Nordic Journal of Transitions, Careers and Guidance

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In Denmark, there has been an increased focus in education and guidance policy on teachers' responsibilities concerning career and career education. Teachers are now expected to integrate career education into the curriculum across the educational sector. This study investigates how teachers and students construct career learning as a new educational concept and how teachers integrate or fail to integrate it into the curriculum and their everyday practice. The empirical foundation of this paper is an ethnographic study that consists of observations and interviews with ten teachers and thirteen students in Danish upper secondary education. Through a semantic analysis inspired by Niklas Luhmann, an analytical framework of six semantic positions within career and guidance theory was developed. These were "choice", "adaption", "development", "learning", "change", and "coincidence". This study indicates that Danish students and teachers construct career learning differently. Five categories describe the students and teachers conflictual. These revolved around an ongoing conflict about the helpfulness or harmfulness of career learning. While students tend to construct career learning as helpful through the semantics of "choice", "development", and "adaptability", the teachers predominantly saw this construction as harmful -to the students and their practice. Instead, the teachers sought to construct career learning concerning the semantics of "learning" and "change" -or reject it as an educational concept. ABSTRAKTI Danmark er der igennem de seneste år kommet et øget fokus på laereres ansvar i relation til studerendes karrierekompetence og karrierelaering, og i dele af uddannelsessektoren forventes det nu, at laerere integrere f.eks. karrierelaering i deres undervisning. Dette studie har til formål at undersøge, hvordan laerere og elever i gymnasieskolen konstruerer karrierelaering som begreb i relation til deres undervisning. Empirisk hviler studiet på en etnografisk undersøgelse bestående af observationer og interviews med 10 laerere og 13 elever på tre forskellige case-gymnasier. Den teoretiske ramme bygger på Niklas Luhmanns systemteori. Med udgangspunkt i teorien udvikles der en analytisk ramme for karriere-og vejledningsteori bestående af seks semantiske positioner; "valg", "tilpasning", "udvikling", "laering", "forandring" og "tilfaeldighed". Studiet peger på, at elever og laerere konstruerer karrierelaering forskelligt. Med udgangspunkt i de semantiske positioner identificeres der fem områder, der alle

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“…Especially the feeling of competence which teachers build in their communications with their students enables students to get motivated for learning. In this regard, teachers have a crucial role in supporting their students' careers, forming their identities, and facilitating successful transitions for learning (Dodd & Hooley, 2018).…”

Section: Student Achievement and Teacher Attitudes And Behaviorsmentioning

confidence: 99%

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

ÖZDAŞ>

2022

Sage Open

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This study investigated the associations between teachers’ immediacy behaviors, high school students’ academic achievement, and several demographic variables including gender, school type, class level, and the transition from primary to secondary education examination (TPSE) scores. A mixed methods research design was employed involving surveys and interviews. The survey was administered to 340 high school students attending 11 state schools in the Southeastern Region of Turkey. Interviews were conducted with 60 students attending the same schools. Findings of the research indicated (1) a moderate, positive, and significant relationship between students’ academic achievement and their TPSE scores; (2) a low, positive, and significant relationship between their academic achievement and teachers’ immediacy behaviors; and (3) a low, negative, and significant relationship between the students’ TPSE scores and teachers’ immediacy behaviors. Findings point to the importance of a holistic investigation of the factors associated with achievement at high school and the specific role played by teachers’ immediacy behaviors.

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The development of the Teachers’ Attitudes toward Career Learning Index (TACLI)

Cited by 11 publications

References 14 publications

Brief motivational interviewing training for teachers providing career services in Turkey: A pilot study

Brief motivational interviewing training for teachers providing career services in Turkey: A pilot study

Helpful or Harmful? The Integration of Career Learning in the Danish Upper Secondary Curriculum

Teachers’ Immediacy Behaviors and Academic Achievement: A Relational Analysis

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