Guidance Specialists Research Articles

Career Guidance in the Omani ELT Textbooks in Light of Oman Vision 2040: Comparison Between Grade Six and Grade Nine

This study aimed at exploring the extent to which Omani English language teaching (ELT) textbooks include career guidance dimensions. There are almost four career guidance dimensions tackled in the educational field internationally. They are opportunity awareness, job requirements, testing aptitudes and involvement. Four experienced English Teachers worked as reviewers. They used a checklist, developed by the researcher, to analyse unit 5 of grade six textbook A and unit 4 of grade nine textbook B. Also, based on result analysis, the researcher conducted an interview with two Omani career guidance specialists from different schools and of different experiences to enrich the interpretation of the study findings. The findings of the study revealed that career guidance in cycle 2 ELT textbooks was roughly referred to in the way Oman vision 2040 was stated. The mean score of the four dimensions was between (0.3 & 0.35) with a standard divination ranged between (0.26 to 0.30) which indicated a similar view of the reviewers. The study also highlighted that career guidance dimensions were more focused on in grade nine than in grade six, t value for the first pair: Opportunity Awareness in grade 6 and opportunity Awareness in grade 9, was -3.87 which is statistically significant as (P<.05) which might be normal. A similar result was noticed in the fourth pair which contains the involvement of the students' professional practices as t was -3.875 and it was also statistically significant as (P<.05). Regarding the interviews, the interviewees have agreed upon some points and disagreed upon others as there is a big gap between their experiences in terms of level of schools they work in and in terms of years they have spent as career guidance specialists. Although they differed in some issues, both of them agreed upon the significance of exposing young learners to career

A holistic student-centred guidance framework supports Finnish vocational education and training students in building competence identity

This study deals with competence-based and student-centered Finnish initial vocational education and training (IVET). The main research question is how holistic guidance supports the building of the student’s competence identity in Finnish IVET. The holistic guidance in competence- and work-based vocational education and training is formally implemented when a personal competence development plan (PCDP) is drawn up for each student and informally in various interaction situations in studies, work, and leisure time. The guidance actors supported student’s personal growth, guided learning and provided career guidance. For this study, interviews were carried out with IVET students (n=15) and IVET teachers (n=29). The analysis carried out combined data-based and abductive qualitative content analysis methods. In the analysis results, the different guidance actors were organised into the following five levels of guidance: 1) IVET teachers, tutors, and workplace instructors, 2) IVET study counsellors and special needs teachers, 3) student welfare personnel, 4) leisure time actors and hobby instructors, and 5) employment specialists. Based on the results, a framework was designed for holistic student-centred guidance in Finnish IVET. This framework describes how active student agency and multidisciplinary guidance work can support the building and updating of the student’s competence identity. This study revealed that guidance processes are complex and highlights that many actors are, not only guidance specialists, needed to fulfil the task.

ҚОҒАМНЫҢ ҚАЗІРГІ ДАМУ ЖАҒДАЙЫНДА КӘСІБИ БАҒДАР ЖҰМЫСЫН ЖҮРГІЗУДЕГІ КЕЙБІР ӨЗЕКТІ МӘСЕЛЕЛЕР

This article highlights current problems that arise in theprocess of career guidance work for students in secondary educational institutions. In the context of rapid changes in the modern world affecting the labor market, there is variability in the requirements for the individual. It is considered ideal that a teenager be ready for these changes and be able to quickly adapt to the situation on the labor market. The role of career guidance specialists is to ensure correct cognitive orientation in various professions, identify the personal abilities of students and determine their suitability for the chosen profession. However, there are pressing issues that professionals face in carrying out this important task. Advanced pedagogical experience and scientific research results link the success of career guidance activities to an understanding of these factors. This has a positive impact on the preparation of career guidance teachers for their work. Therefore, the article examines the horizontal problems that schoolchildren face during vocational guidance.

КӘСІБИ БАҒДАР БЕРУ ЖҰМЫСЫН ҚЫЗЫҚТЫ ЕТІП ЖҮРГІЗУДЕГІ ОЙЫН ТҮРЛЕРІ

This article highlights current problems that arise in theprocess of career guidance work for students in secondary educational institutions. In the context of rapid changes in the modern world affecting the labor market, there is variability in the requirements for the individual. It is considered ideal that a teenager be ready for these changes and be able to quickly adapt to the situation on the labor market. The role of career guidance specialists is to ensure correct cognitive orientation in various professions, identify the personal abilities of students and determine their suitability for the chosen profession. However, there are pressing issues that professionals face in carrying out this important task. Advanced pedagogical experience and scientific research results link the success of career guidance activities to an understanding of these factors. This has a positive impact on the preparation of career guidance teachers for their work. Therefore, the article examines the horizontal problems that schoolchildren face during vocational guidance.

Мултикултурно кариерно ориентиране в системата на училищното образование

Abstract: Career guidance is part of the activities in the school education system in Bulgaria to provide general support for students’ personal development. Career guidance programs include activities with students from I to XII grade as preparation for transition to higher education or for participation in the labor market. An important task of career guidance is counselling of students who are at risk of dropping out of school, as well as the reintegration of those who have dropped out of school and the development of skills in social inclusion and mobility. The fact that premature dropout from the educational system has its ethno-cultural specifics determines the need for special attention to the peculiarities of career guidance in a multicultural school environment. The article focuses on multicultural career guidance in the field of vocational education and training. The parameters of intercultural competence in the preparation of career guidance specialists for the school education system and in the preparation of mentors in a dual education system are outlined. Keywords: career guidance, counseling, multicultural environment, intercultural competence.

Self-assessment of the digital skills of career education specialists during the provision of remote services

The drastic and structural changes in the labour market and organisational environment is related not only to the COVID-19 pandemic and rapid technological development but also to general globalisation trends, demographic situations, deterioration, and dynamic changes at all levels of education, which emphasise the need for quality career education and guidance in secondary schools. This study aims to explore the digital self-assessment of career guidance professionals and also, to determine carrier guidance professionals’ attitude towards digital literacy. Data was analysed using percentages for qualitative data and content analysis for qualitative research. From the results of the research, most of the career guidance specialists have been able to use digital technologies to communicate with students, parents, colleagues, and most of them currently use digital technologies in their work.
 
 Keywords: career; career education; digital competence; digital literacy; digital tools; guidance;

Исследование личностных особенностей самоопределения подростков с интеллектуальными нарушениями

The article analyzes the personal characteristics of adolescents with intellectual disabilities mainly related to issues of self-determination. The research is devoted to the analysis of psychological factors of personal and professional self-determination of adolescents with intellectual disabilities, namely, motivation for success, perception of time and selfawareness of the image of the future. To study these personal factors of self-determination of adolescents with intellectual disabilities, we have adapted and tested the methods for studying the time perspective and attitudes towards the further education of adolescents with normo-typical development, which were developed by O.V. Kuznetsova. It is revealed that the decisive factors in the process of personal and professional self-determination is motivational, temporary competence, selfawareness of the image of the future. It is noted that the severity of the identified deficiencies in personal development depends on the structure of the defect in the contingent of the subjects. Thus, adolescents with combined defects are uncritical about their own activities, are unable to realize their past life experience and apply the acquired skills in the present, their motivation is impaired and reduced. An independent choice of profession and life path for this group of subjects is impossible. But the personal and professional self-determination of adolescents without a burdened medical history, having only a mild degree of mental retardation in the structure of the defect, is formed at a sufficient level. The self-awareness of such children is able to produce an image of the future, built on personal life experience, they are aware of their capabilities and are able to choose a profession on their own or with a small, recommendatory help from vocational guidance specialists.

Proforientations in a Modern School: a Teacher’s View

The article presents materials on the study of teachers’ opinions on the organization of vocational guidance work in a modern school. The empirical basis of the study is the results of a questionnaire survey of teachers in the Sverdlovsk region. The sample size is 565 people. The article substantiates the conclusions that a modern school needs special classes to support professional self-determination. There should be individual vocational guidance specialists who need to be specially trained in the vocational education system, as well as organize advanced training and professional retraining of teachers.

Professional Self-Determination of Schoolchildren in Years 8–10 of Arctic and Russian Far East Regions: Sociological Analysis

The article deals with the features of professional self-determination of schoolchildren in years 8–10 of Arctic and Russian Far East regions. The study revealed factors that influence the choice of future professions by schoolchildren; generalized schoolchildren’s ideas about the category of “profession” and its content; analyzed ideas of schoolchildren about their professional future; considered the interests of schoolchildren in building a successful career in the Arctic and Russian Far East regions. The results obtained showed that schoolchildren are more oriented towards higher education, and their chosen professions are in demand in the Arctic and Russian Far East regions where there is a deficit of qualified personnel. The students are optimistic about their professional future, and they also positively assess the opportunities of starting a career with Arctic and Far East companies. Every tenth pupil from Arctic regions and every fifth pupil from the Far East regions noted that they had planned professional implementation in these regions earlier, almost every third pupil was interested in it, but they are not sure that it suits them. The results of the research may be useful in planning themed career guidance activities aimed at involving young people in strategic regions of the country, and useful for career guidance specialists, educators, relevant authorities and researchers.

The Effect of an Electronic Program based on Individual Training in Career Development for Career Guidance Specialists in South Batinah Governorate

The Effect of an Electronic Program based on Individual Training in Career Development for Career Guidance Specialists in South Batinah Governorate

El profesor como tutor: un reto a consolidar en el ejercicio profesional de la orientación = The teacher as tutor: a challenge for consolidation in the professional practice of gui­dance.

Both the specialised literature and legal provisions in Spain consider educational and professional guidance to be a relevant factor in the quality and improvement of teaching. They likewise specify that the tutorship and guidance of pupils are part of teaching duties and that educational centres are responsible for the coordination of such activities. The achievement of quality is conditioned by the degree of social commitment assumed in this challenge by both educational bodies and social agents. We are convinced that guidance specialists will accept their part of the commitment to contribute to such quality, which represents a challenge and a stimulus for the exercise of the profession. The context of this study is the relevance that guidance and tutoring have acquired in the Educational System set up by the LOGSE, and the importance of in-house training for teachers to improve their tutoring skills. The aim is to provide a measure of support for the guidance work being carried out on a daily basis in public Secondary Schools (IES), consisting in the drawing up of a Training Programme for Tutors in Compulsory Secondary Education. Our conviction is that the efforts of such specialists will be enhanced if the tutors with whom they collaborate, who are key pieces in the development of guidance in these centres, receive suitable training. If the model of intervention by programmes is chosen, the help and support of the tutors is essential for the guidance counsellor to reach all pupils.

Quality in the content and use of information and communications technology in guidance

Problems relating to standards of quality in computer-based guidance, including the Internet, are examined. Particular stress is laid on the need for integration of these resources into a supportive context, while acknowledging that this may not always mean traditional one-to-one counselling by a guidance specialist. The value of preliminary diagnosis of needs is highlighted, together with some principles of design in the content and use of computer-based guidance and relevant websites.

Quality in the content and use of information and communications technology in guidance

Abstract Problems relating to standards of quality in computer-based guidance, including the Internet, are examined. Particular stress is laid on the need for integration of these resources into a supportive context, while acknowledging that this may not always mean traditional one-to-one counselling by a guidance specialist. The value of preliminary diagnosis of needs is highlighted, together with some principles of design in the content and use of computer-based guidance and relevant websites.

Who wants to be an entrepreneur? Young adult attitudes to entrepreneurship as a career

The changing nature of work suggests that young people may face the prospect of a “portfolio” career including periods of paid employment, non‐work and self‐employment, of which the latter implies greater scope for entrepreneurial activity. Reports questionnaire surveys of young adults which examine their attitudes to entrepreneurship as a career. Reference is also made to current policy initiatives and entrepreneurship education in the UK. The findings suggest that generally positive images of entrepreneurship are hampered by a lack of identifiable role models, poor media presentation of individuals or small firms, and lack of encouragement from important influencers on career choice such as teachers and career guidance specialists. University courses have their limitations but can have a role in providing a useful insight into the challenges involved in being an entrepreneur and also encouraging skill development and self‐reliance.

Helmut Hoelzer's Fully Electronic Analog Computer

A fully electronic general-purpose analog computer was designed by Helmut Hoelzer, a German electrical engineer and remote-controlled guidance specialist. He and an assistant built the device in 1941 in Peenemunde, Germany, where they were working as part of Wernher von Braun's long-range rocket development team. The computer was based on an electronic integrator and differentiator conceived by Hoelzer in 1935 and first applied to the guidance system of the A-4 rocket. This computer is significant in the history not only of analog computation but also of the formulation of simulation techniques. It contributed to a system for rocket development that resulted in vehicles capable of reaching the moon.

The teacher in a therapeutic role: A historical perspective

Though as early as 1900 William James introduced psychology to education in the form of a teacher handbook,' between World Wars I and II several major movements developed. Undergirding the alliance of teacher role and psychological health, the system of Freudian formulations spawned Carl Jung's analytic psychology, Alfred Adler's individual psychology, and Otto Rank's relationship therapy. The neo-Freudians explored interpersonal relations and ego psychology; indeed, the works of Rank, Homey, Sullivan, and Fromm shed light on many issues raised earlier by Freud, Jung, and Adler. Self-theory, which received considerable attention during the 1940s, also owed its ancestry to Freud who had assigned great importance to ego functioning. The field emerging as developmental psychology was another notable precursor of public school involvement with mental health. Such luminaries as the baby biographers (Darwin, Piaget, and Binet and Simon), the psychometricians (Galton, Stern and Terman), and the major theorists (Freud, Hans Werner, and Jean Piaget), laid important groundwork for according separate and special status to child study. Despite these developments, during the first decades of this century, psychotherapy was generally limited to the private practice of psychoanalysis. It could be performed only by trained therapists who themselves had undergone analysis. Important areas of human experience were safeguarded from the inept ministrations of the laity, including teachers, because they possessed neither skills nor training to perform even the most peripheral tasks related to psychotherapy. Representing this orthodoxy, Susan Isaacs held that teachers played an educative role which excluded therapy. Cultivating deep relationships with children-to say nothing of a therapeutic relationship-remained exclusively the task of the child guidance specialists.2

The Role of the Guidance Counselor in the Desegregation Process

American educators have been in the act of reversing segregated public school education for some fifteen years. During this time, the part played by guidance counselors to assist in this process has been rather obscure. They have been working behind the scenes and have not gained the attention focused upon the roles of politicians, parents, administrators, teachers, and students. In order to understand the arena in which guidance specialists have been operating, three kinds of concerns are reviewed: (1) the background and practices that surround desegregation, (2) the image of the traditional guidance oounselor, and (3) the force of black solidarity.

Proposal for a Graduate Minor in Foreign Language Teaching

1. Why a Minor in Foreign Language Teaching? 1.1 As colleges and universities become increasingly concerned about the quality of teaching on all levels, and as psychological, technological, and methodological advances blaze new dimensions in teaching, it is not only desirable but indeed mandatory that leading universities with the appropriate faculty resources incorporate an elective teaching minor in the graduate program of foreign languages. 1.2 The person most wanted today by FL departments all over the country is the one who is thoroughly dedicated to and well-qualified for the direction, supervision, and administration of beginning and intermediate language work. Larger departments need at least two or three such staff members capable and willing to assume these responsibilities which are only second to those of the department chairman (60-75% of FL enrollments are on the firstand second-year levels in most institutions). 1.3 The staff needs in the teaching and administrative areas in a FL department include the following: Directors of Beginning and Intermediate Work T.A. Advisor (Supervisor) Methods Specialist Language Lab Coordinator AV and Technical Media Specialist Test Measurement and Placement Specialist Counselor and Guidance Specialist Statistical Analyst Administrative Assistant Chairman

Counselors in Private Practice: A Survey Report

A questionnaire was mailed to every marriage counselor, child guidance specialist, and psychologist listed in the yellow pages of Florida telephone directories. The replies were used to describe the profession of private practice counseling. Sixty‐seven percent of the sample replied. It was found that several professions offer counseling as a service, but there is not yet an established profession of private practice counseling.

The Role of the Guidance Specialist in the In‐Service Education of Teachers

A discussion of a 3‐pronged approach to an elementary school guidance program, describing the role of the counselor. This 3‐dimensional approach requires the services of a developmental guidance specialist whose functions would be to (1) maximize the development of all children within the school, (2) assist the administration in improving the continuity, sequence, and integration of guidance services of the school and the community, and (3) improve the competency of the teacher to a level where she can operate effectively as a guidance person within her classroom. The body of literature concerning the role and function of a guidance resource person at the elementary school level is steadily growing but much of it is focused on the first 2 aspects described above. This article concentrates on the third aspect, illustrating the role of the guidance specialist in the in‐service education of teachers.