School Career Education Research Articles

The Basis, Value and Path of Integrating Embodied Cognition into High School Career Education

The Basis, Value and Path of Integrating Embodied Cognition into High School Career Education

대학생의 전공선택 탐색 및 새로운 학사제도에 대한 인식

[Objective] This study aims to determine whether the motivation for choosing a major affects the satisfaction with major decisions after entering university. Additionally, it seeks to understand perceptions of new academic systems designed to increase satisfaction. [Contents] This study analyzed whether the motivation for selecting a major before enrollment influences the desired major decision. In addition, it is intended to analyze the factors affecting the satisfaction of major decision after admission, and to suggest the direction of education policy after understanding the recognition of the introduction of a new academic system to operate it effectively. [Conclusions] The conclusion of this study is as follows. First, the intrinsic factors (aptitude and interest, dream realization) of major selection before entering college were higher than the extrinsic factors (employment outlook, grades). Second, it was confirmed that the satisfaction with major decision after entering college affects the satisfaction with major decision in the order of the connection between college major and employment, the relationship between college major and career, high school career education, and university field. Finally, it was said that ‘support for opportunities to experience various studies’ is the most necessary for matters to be considered at the university level in relation to the operation of the new school system, and as a problem, there are concerns about ‘the phenomenon of concentration on popular departments’ and ‘difficulty in managing students related to major decision’. Based on these results, implications and suggestions for follow-up research were presented in relation to college student’s major decision and career education.

The Effects of A High School Career Education Program based on the Creative Career Development School Career Education Program(SCEP) on Students’ Career Maturity

The Effects of A High School Career Education Program based on the Creative Career Development School Career Education Program(SCEP) on Students’ Career Maturity

Why, When, and for Whom Does Career Education in Secondary Schools Work? A Qualitative Study of Stakeholders’ Perspectives in The Netherlands

Career education in secondary schools plays a pivotal role in supporting students as they navigate the complex decision-making process involved in the transition to higher education. However, the evidence base regarding the effectiveness of career education is limited and fragmented, with a distinct lack of clarity regarding the underlying mechanisms. This study aimed to identify the best practices and underlying mechanisms of career education within Dutch secondary education. Based on focus group interviews with stakeholders with diverse interests and positions (N = 25), we identified five categories of best practice activities alongside a framework consisting of ten mediators, eight moderators, a meta-moderator, and four contextual factors. This framework, while reinforcing some previous identified mechanisms, brings new elements into focus, distinguishing additional mechanisms and their categorisation as mediators, moderators, and contextual factors. These findings may serve as a foundational framework for future research and can support schools in enhancing their career education curricula. It is crucial that career education activities align with the students’ current capacities and potential for growth, ensuring that these programs are responsive to students’ developmental stages and their zone of proximal development.

디지털 전환(Digital Transformation, DX) 시대, 중등 진로 교육을 위한 온라인 콘텐츠 개발 연구

The goal of this study was to develop of online career content for third-year middle school students who utilize the A Company platform, which is used by learners who specialize in corporate education within the S Corporation group. This content, which has been underway since April 2023, investigates the possibility of creating web-based materials for middle school career education. The study explores the value of career education at this point because of the growing importance of online content for career education as a result of digital transformation (DX) and the effects of COVID-19, especially in light of the impending decisions that third-year middle school students will make regarding their high school enrollment and career paths. To develop the online content for third-year middle school students, the study reviewed both the 2015 revised curriculum direction and the 2022 revised direction. The analysis included a review of the themes in the middle school [Career and Occupation] textbooks, extracting key topics and essential learning elements. Based on the findings, lesson plans and content development were carried out. The development process included designing a prototype based on content development strategies and stage-specific learning strategies. The developed prototype underwent quality reviews from academic experts and professionals in the field. As consequently, the study's conclusions included research findings as well as recommendations for developing career education content for young people that take the changing labor market into account.

활동중심 진로교육 프로그램이 초등학교 저학년의 진로인식에 미치는 효과

Objectives Through this study, we would like to find out how activity-oriented career education programs affect the career perception of lower elementary school students. The purpose is to analyze the effect of activity-oriented career education programs considering learners' interest and development characteristics on elementary school career perception and present basic data to strengthen elementary school career education.
 Methods To this end, the researcher developed a total of 12 activity-oriented career education programs. In order to verify the effectiveness of the above program, we used the test tool of Choi Hyejin(2017), which modified and supplemented the career awareness test developed by Yoonkyung Eo(2008) in the ‘Research on the Development of Career Awareness Test for Elementary School Students’ to suit the level of elementary school students. To find out the effect of the activity-based career education program on career recognition for lower grades of elementary school, a statistical analysis was conducted on the changes of the two groups before and after the experiment.
 Results Compared to before the experiment, the overall score of the experimental group increased significantly after the experiment was completed, indicating that the activity-based career education program had a positive effect on the career perception of lower elementary school students. In addition, as a result of analyzing the pre- and post-test results of the experimental group and the control group, career recognition scores did not increase in the control group without applying the activity-based career education program, while career recognition scores of the experimental group applied the program increased significantly.
 Conclusions The activity-oriented program developed in consideration of the development characteristics and interests of lower-grade elementary school students had a positive effect on cultivating students' career awareness. Through this, it is necessary to actively develop career education programs that are different from games, activities, and experiences that lower-grade students can experience in school, and to develop healthy self-concept and proper job values through career education.

생성형 인공지능을 활용한 초등 진로교육 프로그램 개발 기초연구

This study aimed to establish a basic needs analysis and set program development directions for an elementary career education program using generative artificial intelligence. To that end, a needs analysis was conducted involving an expert panel comprising 13 elementary school teachers with master's degrees in career education. This analysis informed the development of an elementary career education employing generative artificial intelligence. The program’s development direction was then set.
 The findings revealed a strong consensus among participants on the necessity of integrating generative artificial intelligence into elementary school career education. Participants also acknowledged the high potential of using it for specific goals. Moreover, the validity of most sample topics for elementary career education topics using generative artificial intelligence was found to be high.
 Drawing on these findings, the direction for elementary career education employing generative artificial intelligence was established. This includes a proposed 8-session program using generative artificial intelligence, including examples of teaching and learning guidance as well as corresponding worksheets.

2022 개정 교육과정에 따른 실과 교과서 개발 방향 - 진로교육을 중심으로-

This study aimed to formulate plans for developing career education content and textbooks for
 elementary school Practical Arts programs, aligning with the 2022 curriculum revisions. The research
 methods employed included literature reviews and expert reviews from the field.
 The key findings of this study are as follows. First, the study underscores the significance of
 elementary school career education, given that this phase corresponds to a crucial period of
 intensive career development according to career development theory. It was emphasized that the
 2015 school career education goals and achievement standards need to be revised and supplemented
 to align with the revised 2022 curriculum. Second, despite the broader scope of career education
 introduced in the 2022 revised curriculum, including the concept of ‘career linkage education’, there
 was an overall reduction in the presence of career education within the Practical Arts Education
 curriculum. Nonetheless, evidence of content related to career education was identified across various
 areas within Practical Arts Education. This indicated the potential for developing textbooks that
 integrate career education concepts. Third, the study proposed that the structure of the career
 education component in Practical Arts textbooks, according to the 2022 curriculum revisions, should
 include an independent unit focused on career education as the first unit of the 6th grade.
 Furthermore, the entire Practical Arts textbook should be transformed into a career education
 convergence textbook incorporating career education. The objective is to reconfigure Practical Arts
 textbooks to emphasize life and career education. To this end, the study presented specific
 alternatives and provided practical and scholarly recommendations for implementation.

지역규모별 다문화학생의 학교진로교육경험이 진로역량에 미치는 영향 탐색

This study identifies the difference between career competency and school career education experience of multicultural students of different sizes of residence, and explores the influence of various factors, including school career education experience, on career competency by regional scale. To this end, the data of 1,085 people included in the 「Multicultural Adolescents Panel Study(MAPS)」was used, and statistical significance was confirmed through one-way ANOVA, post-hoc test, and multiple regression analysis. The analysis results are as follows. First, it was found that the career competency of multicultural students was significantly higher in the rural area. Second, the school career education experience of multicultural students was found to be significantly higher in large cities and small and medium-sized cities. Third, it was found that the factors influencing the career competency of multicultural students were different depending on the regional scale. School career education experiences had an influence in large cities and small and medium cities, but did not appear in rural areas. This study empirically confirmed the influence of regional scale factors on the career education of multicultural students, and suggests that a customized approach that considers regional scale factors is needed in future career education support for multicultural students.

고등학교 진로지도 경력교사의 첫 중학교 진로전담교사 직무 수행에 관한 내러티브 탐구

Objectives This study was carried out with the purpose of in-depth exploration of the job performance process of a high school career guidance career teacher who was performing the job of a career guidance teacher in middle school for the first time.
 Methods Data were collected, interpreted, and analyzed through the narrative inquiry method. Beginning middle school career teachers who have been in charge of high school career guidance for more than 10 years were selected and went through in-depth interviews, participatory observation, and local data collection for about a year. We analyzed how to solve it.
 Results Participants in the study experienced confusion in identity by performing numerous career experience- oriented jobs in an unfamiliar and lonely environment without background knowledge of middle school career education. In the process, he continued to work with teachers to carry out professional career counseling, understanding the characteristics of middle schools that mixed the needs for experience-oriented career education and career design, and setting up a middle school career education plan in a larger framework.
 Conclusions Based on these research results, it suggested training middle and high school career teachers, dualization of incumbent training courses, job demands of career teachers and policy support suitable for school sites, and education on school career curriculum design competency.

학교 진로교육 여건이 초등학교 진로전담교사의 직무수행에 미치는 영향

이 연구는 학교 진로교육 여건이 초등학교 진로전담교사의 직무수행에 미치는 영향을 밝히는 데 목 적이 있었다. 이를 위하여 ‘2021 초 ․ 중등 진로교육 현황조사’ 내 초등학교 진로전담교사 400명의 응답 자료를 활용하여 위계적 회귀분석을 실시하였다. 주요 연구 결과는 다음과 같다. 첫째, 진로교육 담당 부서는 진로교육 전담 부서나 진로교육이 주가 되고 타 업무를 겸하는 경우 직무수행에 정적 영향을 미치고 있었으나, 타 업무가 주가 되고 진로교육을 겸하는 부서는 유의한 영향을 미치지 않았다. 둘째, 진로교육 공간은 전용 공간이 있거나 타 기능과 공유하는 복합 공간이 있을수록 공간이 없는 것보다 상대적으로 직무수행에 유의한 정적 영향을 미치고 있었다. 셋째, 학교 단위 진로교육협의회를 운영하 는 학교는 그렇지 않은 학교보다 상대적으로 직무수행에 정적 영향을 미쳤다. 이러한 연구 결과에 근 거하여 연구의 마지막에는 초등학교 진로전담교사 직무수행에 관한 제언을 제시하였다.

Emancipatory potential of community interaction in career education

This article contributes to a further development of Bill Law’s Community Interaction Theory (1981, 2009), by highlighting its emancipatory potential. Through an action research project with teachers, career counsellors and the article’s author, collective knowledge was developed on career education in lower secondary schools in Norway, with particular focus on integrating career learning through work placement activities. Analysis show challenges in contributing to career education’s liberating potential without sufficient insight into how to facilitate a reflective career learning process. The paper concludes that, to strengthen a focus on emancipation, career education needs to build on Community Interaction Theory by emphasising the collective, contextual, complex, and critical dimensions of career learning.

진로취약계층 고등학생의 진로개발역량 잠재전이와 잠재전이에 영향을 미치는 요인

The purpose of this study is to explore the possibility of change in the career development type of high school students from the disadvantaged group in career preparation over time, and explore the influence of role of individuals, parents, teachers, peers, and school career education in the process of shift in career development competency types. To answer the above research questions, a latent profile analysis and a latent transition analysis were conducted using high school data from「Korean Education & Employment Panel Ⅱ」, and the results are as follows. First, based on individual differences in career development competencies in the second and third years of high school, the students were classified into three types including “career confusion group,” “career suspension group,” and “career achievement group” (second year) and two types including “career confusion group” and “career achievement group” (third year). career development competency transition types were largely divided into “unchanged type” and “stable type” and “changed type”, and the profile of more than half of students was changed in their third year of high school. Third, gender and experience in vocational psychological testing and counseling, the experience of career education as an independent course and the sum of career exploration experiences did have an effect on predicting such transition patterns.

The construction and function of high school career education electronic archives

The national education policy clearly points out that career planning guidance should be strengthened. This paper points out the necessity of constructing electronic files of high school career education from the three perspectives of national policy needs, teacher education and students' personal development, analyzes the characteristics of high school career education electronic files of development, multiple feedback and students' subjectivity, and proves that high school career education electronic files can help career education. Countries, schools and teachers can work together to jointly build high school career education electronic archives, students can according to different types of assessment tools, clearly laid high school three years of academic goals, giving full play to the advantages of its own expertise to realize the personalized development, high school education electronic files has positive significance to the development of students.

CAREER EDUCATION OPPORTUNITIES FOR CHILDREN WITH BEHAVIORAL PROBLEMS AT SCHOOL

Researchers, analysing career education, note that although the topic has recently received a great deal of global interest and schools are actively working to modernize their career education system, however, it is still inconsistent (Surgėlienė, 2014; Falco, 2016; Ho, Sum, Wong, 2018; Seward Gaesser, 2018; Chuang, Lee, Kwock, 2020; Keele, Swann, Davie-Smythe, 2020; Yang Wong, 2020; Gati Kulcsár, 2021). Actually, most graduates are unsure about their future career decisions, tend to change their choices. In this context, there are doubts about the quality of career education in schools as the evaluation of career education at school reveals various vulnerable groups to whom this service is restricted due to various internal and external conflicts (Hu, Hood, Creed, Shen, 2020; Xu, 2020). The analysis, based on the PRISMA 2020 (Page et al., 2021), aims to answer the questions 1) What are the main institutional (school) empowerment conditions that enable students to gain quality career education? 2) How to encourage students with behavioural problems to take advantage of these opportunities? The review of the research allowed to construct a conceptual framework of career education for children with behavioural problems at secondary school.

가족건강성이 중고등학생 청소년의 진로성숙도에 미치는 영향

The purpose of this study is to verify the mediating effect of self-efficacy in the effects of family health among adolescents in middle and high school on career maturity, and to find an intervention plan to improve career maturity. For this purpose, a survey was conducted from September 2020 to January 2021 for 645 middle and high school students enrolled in Daegu Metropolitan City and Gyeongsangbuk-do, and the data were analyzed using SPSS 21.0 and AMOS 21.0 statistical package programs. As a result of the study, First, it was found that the higher the level of family health, the higher the career maturity. Second, it was found that the higher the level of family health, the higher the sense of self-efficacy. Third, it was found that the higher the level of self-efficacy, the higher the career maturity. And in the relationship between family health and career maturity, self-efficacy was verified as having a partial mediation effect. The results of this study can be seen to provide theoretical and practical implications for career guidance and career counseling for middle and high school students who are middle-aged adolescents. In addition, the necessity of school career education that can improve career maturity by enhancing self-efficacy based on family health reflecting various family types and family functions was also suggested.

Social cohesion for societal prosperity: Teachers' inclusive development of career education for all students’ growth in Hong Kong secondary schools

Teachers shape secondary students' career development for social mobility with equal opportunities in a cohesive society. Concomitantly, young people have recently marched against socio-political challenges to the development of civil societies in different locations. A cross-case study of career education in different schools of a Chinese society was conducted to explore a paradoxical dilemma between teachers’ inclusive development of the education for every student and the missing social inclusion of the society in an adverse socio-political situation. Students should be prepared for the sense of social inclusion. Implications of the dilemma for cultivating a cohesive civil society are also discussed.

The Implications of School Career Education for Parents - School Management Committee Members of Public High schools in P area of Gyeonggi-do -

The Implications of School Career Education for Parents - School Management Committee Members of Public High schools in P area of Gyeonggi-do -

국가 수준의 초등학교 진로교육 문서 설계 방식 탐색: 캐나다 British Columbia주 진로교육 사례를 중심으로

The purpose of this study is to explore a new direction of re-designing national documents of Korean elementary schools’ career education ahead of the 2022 revised national curriculum. Particularly, in the limited domestic contexts of academic and policy research climate dealing with the document systems of overseas career education in relation to primary and secondary career education, this study is concerned with the national document design of career education in Korean elementary schools. In order to attain the goal, this study attempts to analyze the documents of career education curriculum of elementary schools in British Columbia from three different aspects: characteristics, goals, and content structures of the career education. Based on the results, this study meticulously discussed how the national documents of Korean career education in elementary schools should be re-designed through pointing out five major issues; the necessity of articulating the core characteristics of the primary schools’ career education with grade-specific aspects, the necessity of writing core ideas with elaborative explanations in the goal of the career education, the necessity of systematic contents’ structure based on the grades, and the necessity of the elaborative design structure of competence-based career education.

美国私立高中职业生涯教育的启示与借鉴——以新泽西州为例

美国私立高中职业生涯教育的启示与借鉴——以新泽西州为例