Rationalising "for" and "against" a policy of school-led careers guidance in STEM in the U.K. : a teacher perspective

WATERMEYER, Richard, MORTON, Pat and COLLINS, Jill (2016). Rationalising "for" and "against" a policy of school-led careers guidance in STEM in the U.K. : a teacher perspective. International Journal of Science Education, 38 (9), 1441-1458.

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Official URL: http://www.tandfonline.com/doi/abs/10.1080/0950069...
Link to published version:: https://doi.org/10.1080/09500693.2016.1195520
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    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.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Sheffield Institute of Education
    Identification Number: https://doi.org/10.1080/09500693.2016.1195520
    Page Range: 1441-1458
    Depositing User: Jill Collins
    Date Deposited: 30 Jan 2017 13:42
    Last Modified: 18 Mar 2021 04:10
    URI: http://shura.shu.ac.uk/id/eprint/14989

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