Fostering Teachers' Career Education Competencies: Test of a Training Programme

Autor/inn/en	Karacan Ozdemir, Nurten; Akçabozan Kayabol, Nazli Büsra; Aydin, Gökçen; Tatli, Cemre Erten
Titel	Fostering Teachers' Career Education Competencies: Test of a Training Programme
Quelle	In: British Journal of Guidance & Counselling, 50 (2022) 3, S.462-473 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karacan Ozdemir, Nurten) ORCID (Akçabozan Kayabol, Nazli Büsra) ORCID (Aydin, Gökçen) ORCID (Tatli, Cemre Erten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0306-9885
DOI	10.1080/03069885.2022.2031883
Schlagwörter	Teacher Competencies; Career Education; Faculty Development; Middle School Teachers; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrkunst; Arbeitslehre; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Ausland; Türkei
Abstract	In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers' competencies in the provision of career development learning (CDL) programmes for children. Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers' efficacy in providing career education but no significant effect on the teachers' communication skills . The qualitative results addressed the improvements made in teachers' professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01