Improving career/life services in K-12 schools: An investigation into a career interventions training program for pre-service teachers
Curriculum and Instruction
SubjectEducation--Guidance and Counseling
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AbstractThe world of work in the twenty-first century is characterized by instability, insecurity and unpredictability (Robinson, 2011; Savickas, 2012). Thriving in such an environment requires a high level of self-awareness about sources of personal meaning (Robinson, 2011), the ability to adapt (Savickas & Porfeli, 2012), an understanding of factors that contribute to the construction of a fulfilling life (Baumeister, Vohs, Aaker, & Garbinsky, In Press), and the ability to examine the world of work critically (Malik, 2005). Currently, career services provided in Kindergarten-Grade 12 schools reflect traditional paradigms and models that emphasize stability, linearity, and predictability (Pryor & Bright, 2011) and do not adequately provide students the opportunity to develop such knowledge and competencies (Savickas, 2012). As a result, students report dissatisfaction with the career services received in K-12 schools (Campbell & Ungar, 2008; Johnson, Rochkind, Ott, & DuPont, 2010; Magnusson & Bernes, 2002). In 2009, members of the Faculty of Education at the University of Lethbridge began offering a pilot project to pre-service teachers to address the lack of effective career support being provided to students in the K-12 educational system. The pilot project is designed to train pre-service teachers to infuse career interventions into regular curriculum. As such, pre-service teachers complete a course in career education as well as an internship wherein they integrate career interventions into regular curriculum in K-12 schools. My study (heavily based on interpretivism and critical theory) investigates whether the training provided through this pilot project effectively prepares students to flourish in the twenty-first century world of work. Through this investigation a number of strengths are identified such as the emphasis on the value of career indecision. A number of weaknesses are also identified such as the lack of emphasis on, and sensitivity towards, issues of social justice.
Werklund School of Education