Successful career teachers in Greece : collaborative enquiry for a critical approach to careers education and guidance
Successful career teachers in Greece : collaborative enquiry for a critical approach to careers education and guidance
Careers Education and Guidance (CEG), although a peripheral part of the school timetable, is one of the most important subjects in the school curriculum and the role of the careers teacher is crucial in its successful implementation. This research investigates the qualities of successful careers teachers. It presents and analyses experiences and knowledge generated through the author's collaboration in Greece with three such teachers and their students, where a critical approach to CEG, concentrating on the aims of Self-awareness and Information, was tried out. The research findings suggest that there is a dialectical relationship between students' self and critical social awareness, qualities which are fundamental for the promotion of a critical CEG curriculum in particular and educational/social transformation in general. This awareness on the students' part can be implemented more successfully when the aims of self awareness and critical social awareness are incorporated and implemented through all curriculum subjects in a critical school. It is argued that a critical approach to CEG and to any other school subject is only possible when educational aims and processes are carried out by teachers who are themselves self and socially aware educationalists. Such successful teachers are motivated and committed to their vocation by a kind of `eros'. This concept is explored in the research and analysed in this thesis. The claim is made that eros is a prerequisite for any critical approach to curriculum and educational/social development. The research strategy adopted was collaborative action research. Issues concerning action research have been problematised and insights into this methodology are presented. The methods employed were selected according to two basic criteria. First, consistency with the broader aim of the enquiry, which involved in depth investigation of the phenomena studied, and the facilitation and promotion of change both at a personal and social level; and second, congruence with the theoretical assumptions, mainly to do with the nature of subjectivity, which informed this project. The main methods were: Repertory grids, Self characterisation exercises, Interviewing, Observation, Videotaping and Logs. A basic reason for the employment of a variety of methods was the need for triangulation of data allowing the exploration of phenomena in depth.
University of Southampton
1991
Kosmidou, Chrysoula
(1991)
Successful career teachers in Greece : collaborative enquiry for a critical approach to careers education and guidance.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
Careers Education and Guidance (CEG), although a peripheral part of the school timetable, is one of the most important subjects in the school curriculum and the role of the careers teacher is crucial in its successful implementation. This research investigates the qualities of successful careers teachers. It presents and analyses experiences and knowledge generated through the author's collaboration in Greece with three such teachers and their students, where a critical approach to CEG, concentrating on the aims of Self-awareness and Information, was tried out. The research findings suggest that there is a dialectical relationship between students' self and critical social awareness, qualities which are fundamental for the promotion of a critical CEG curriculum in particular and educational/social transformation in general. This awareness on the students' part can be implemented more successfully when the aims of self awareness and critical social awareness are incorporated and implemented through all curriculum subjects in a critical school. It is argued that a critical approach to CEG and to any other school subject is only possible when educational aims and processes are carried out by teachers who are themselves self and socially aware educationalists. Such successful teachers are motivated and committed to their vocation by a kind of `eros'. This concept is explored in the research and analysed in this thesis. The claim is made that eros is a prerequisite for any critical approach to curriculum and educational/social development. The research strategy adopted was collaborative action research. Issues concerning action research have been problematised and insights into this methodology are presented. The methods employed were selected according to two basic criteria. First, consistency with the broader aim of the enquiry, which involved in depth investigation of the phenomena studied, and the facilitation and promotion of change both at a personal and social level; and second, congruence with the theoretical assumptions, mainly to do with the nature of subjectivity, which informed this project. The main methods were: Repertory grids, Self characterisation exercises, Interviewing, Observation, Videotaping and Logs. A basic reason for the employment of a variety of methods was the need for triangulation of data allowing the exploration of phenomena in depth.
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Published date: 1991
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Local EPrints ID: 461293
URI: http://eprints.soton.ac.uk/id/eprint/461293
PURE UUID: 3d548565-cfba-4749-a981-0c1071adfa21
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Date deposited: 04 Jul 2022 18:42
Last modified: 04 Jul 2022 18:42
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Author:
Chrysoula Kosmidou
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