Educating career guidance practitioners in the twenty-first century

John Gough

Research output: Contribution to journalArticle

3 Citations (Scopus)

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’.
Original languageEnglish
Pages (from-to)199-207
Number of pages9
JournalBritish Journal of Guidance & Counselling
Volume45
Issue number2
Early online date21 Dec 2016
DOIs
Publication statusPublished - 2017

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England
Curriculum
Professionalism

Bibliographical note

The full text is currently unavailable on the repository.

This article is currently in press. Full citation details will be uploaded when available.

Keywords

  • Career guidance practitioners
  • education and training

Cite this

Educating career guidance practitioners in the twenty-first century. / Gough, John.

In: British Journal of Guidance & Counselling, Vol. 45, No. 2, 2017, p. 199-207.

Research output: Contribution to journalArticle

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