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.

[img]
Preview
PDF
Collins Rationalising for and against a policy of school-led careers guidance in STEM.pdf - Accepted Version
All rights reserved.

Download (506kB) | Preview
Official URL: http://www.tandfonline.com/doi/abs/10.1080/0950069...
Link to published version:: https://doi.org/10.1080/09500693.2016.1195520

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: https://shura.shu.ac.uk/id/eprint/14989

Actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics