Rationalisingforandagainsta policy of school-led careers guidance in STEM in the U.K.: a teacher perspective
Year: 2016
Type: article
Study design: Observational Study
Abstract: This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their ‘relational proximity’ to students and ‘informational distance’ from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.
Authors: Richard Watermeyer, Pat Morton, Jill Collins
Institutions: University of Bath, Sheffield Hallam University
Language: English
Subfield: Applied Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2474744312