Abstract
ABSTRACT Working with groups of parents in career development services in secondary schools is rare practice and little researched. This article focuses on the pedagogy applied in one such intervention, “Parents Turn,” supporting family learning and community learning. The secondary analysis of qualitative data collected from parents has been used to evaluate the pedagogy on which the intervention was based. It shows that group work is feasible in a school-based intervention and reflects on some issues to enhance such parent-involved career development services in secondary schools.
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