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Educating career guidance practitioners in the twenty-first century.
- Source :
- British Journal of Guidance & Counselling; Apr2017, Vol. 45 Issue 2, p199-207, 9p
- Publication Year :
- 2017
-
Abstract
- Rapidly changing policy contexts in England have dramatically affected the provision of career guidance, and the training and development of its practitioners. This paper takes an autoethnographic and self-reflexive approach to exploring the experience of a Senior Lecturer in Career Guidance who manages a centre that offers the Qualification in Career Guidance (QCG), and the Level 6 Diploma in Career Guidance and Development. Key questions are considered, such as: the effects of policy context on the type of qualification and curriculum offered, and their differences; the challenges of engaging learners in theoretical concepts and reflective approaches; and the tensions between ‘training’ practitioners and ‘educating’ them to develop a strong core of professionalism. The paper also considers the extent to which the learners develop as ‘knowledgeable social actors’. [ABSTRACT FROM PUBLISHER]
Details
- Language :
- English
- ISSN :
- 03069885
- Volume :
- 45
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- British Journal of Guidance & Counselling
- Publication Type :
- Academic Journal
- Accession number :
- 121746206
- Full Text :
- https://doi.org/10.1080/03069885.2016.1263932