Using quality criteria for practice-based research in a study of career guidance dialogues EAPRIL...
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Using quality criteria for practice-based research in a study of career guidance dialogues
Mariëlle Rutten, researcher ([email protected])Anje Ros, KPC Groep & Fontys HogescholenMarinka Kuijpers, Haagse Hogeschool
program
Goal: finding out ways to balance between the scientific quality criteria and the usefulness quality criteria
• Introduction research career guidance dialogue
• Observational instrument for scientific research & practice based research
• Quality criteria for Practice Based Research (Anje Ros)
• Work with the criteria for Practice Based Research
• Reflections by Marinka Kuijpers
Why research on Career Guidance?
- changing labor markets
- from employment to employability
- aging population; a need for participation
History Career Theory
Theory: Career Construction TheoryIndividuals:• construct their careers by imposing meaning on
their vocational behavior and occupational experiences.
• impose meaning in a dialogue with the environment
• maintain employability and manage their careers through adaptability, intentionality, life-long learning,and autobiographical reasoning.
Savickas (2005, 2011)
Why research on Career Guidance Dialogue?• Individual counseling or guidance dialogues are effective
(Savickas, 2005; Richard, 2005; Kuijpers, Meijers & Gundy, 2011; Meijers, Kuijpers, Winters, 2010)
• But what is an effective career guidance dialogue?• What do teachers need to learn?- talking with the student (instead of against)- focus on reflection on experience- focus on talents and opportunities(Mittendorff, Brok, Beijaard, 2010;Kuijpers, 2008)
Autobiographical reasoning
New model for career counseling and guidance dialogues (Savickas, 2011):
• (a) construct career through small stories;
• (b) deconstruct and reconstruct the small stories into a large story; and
• (c) co-construct the next episode in the story.
Research Question
• To what extent does the proces of autobiographical reasoning take place in a career guidance dialogue between teacher and student in vocational education?
• What kind of interventions does the teacher show that contribute to the process of autobiographical reasoning?
Levels of representation (Riessman, 2002) – methodological choices
PRIMARY EXPERIENCE
ATTENDING
TELLING
TRANSCRIBING
ANALYZING
READING
(Video-camera)
recordings
what is said
Autobiograph. reasoning
Workshop participants
Career guidance dialogue between teacher & student
Data collection• Teachers professionalised in having a career guidance dialogue that
focuses on concrete experiences and future actions and plans
• Video-recordings of dialogues the teachers had as part of the process of professionalisation. Recordings were made volentarily.
• Teachers in vocational education in different grades at different moments in the school-year. The teachers choose the moment of recording. The teacher also choose the student.
Analysis
• Selected one observation in which I recognized different aspects of autobiographical reasoning
• Made a transcript
• Started trying to identify small story, large story, next episode
• Started to look closer at the different stories
• Code system used in narrative analyses
• Coded teacher intervention for different parts of autobiographical reasoning
• Used the developed code system in two other transcripts of observations
The observational instrument: Small story
(- Summary)
- Orientation
- Task
- Action
- Result
- Reflection
(- Connection to other stories)
Observational instrument: teacher interventions
• Explaining procedure
• Initial questions
• Supplementary questions
• Confronting
• Repeating
• Confirming
• Concluding
• Giving advice
• Compliment
Case ‘beauty consultant’
• Teacher male, student female
• Final year of primary vocational education
• Short, first part of the career guidance dialogue
Assignment 1
Practise based question:
What kind of interventions does the teacher show that contribute to the process of autobiographical reasoning?
Theoritical question:
To what extent does the proces of autobiographical reasoning take place in a career guidance dialogue?
1. Make a choice: practice based or theoretical?
2. Start coding the transcript
3. Discuss with your neighbour: difficulties you had in coding, questions raised during coding & answers you found to the questions below
Reflections
Preliminary results:Theory:• Several different small stories are constructed; one or two stories are
talked about in a more extensive way• Small stories are about student experiences and about experiences
of people he/she knows• Constructing Big Story; making connections between different
stories• Big story: several possible future directions • The next episode: short term plans and actions are articulated
Practice:• Supplementary questions help the student to tell the story• Making connections between stories explicit• Compliments• Repeating and confirming to agree on the meaning• Suggesting several future directions and short term actions• Giving advice (telling their own story)
Gap between theory and practice
Research in education has had a disappointing impact on educational practice
Schools Scientists
researchDifficult articles
Results are not convincing
No holistic view, context is neglected
No practical recommendations
No access
Only publications in scientific
magazines count
Schools lack Body of knowledge
No translation of results to interventions and tools
Schools choose ad hoc solutions
Quality criteria
Quality criteria: scientific research standards Usefulness standards
Standards are … Competing values: tension between the scientific and
practically relevant standards No ‘hard criteria’ which can be used for assessing
which studies are the best
Scientific research standards
Internal validity: results are reliable and accurate for the phenomena that are being studied
External validity: the results derived from the data in the sample is also applicable for the whole population
Accountability: transparency and explicitness in design and in the report
Cumulatively: build on the findings and knowledge of prior studies of their own and of other researchers
Usefulness standards
Comprehensibility: results must be comprehensible and accessible for schools
Acceptance and legitimacy: processes and results should be experienced as true, relevant and legitimate for the users
Learning opportunities: the study should deliver clues, suggestions and tools that are helpful for schools for problem-solving
Assignment 2Step 1:Group 1 Theory • how to contribute to the body of knowledge of career theory?• how to change the design to improve meeting the scientific criteria?
Group 2 Practice • how to contribute to the improvement of career guidance practice in
schools?• how to change the design to improve meeting the usefullness criteria?
Step 2:Exchanging results
Main conclusions?
Reflections….
ReferencesKuijpers, M., Meijers, F., Gundy, C. (2011). The relationship between learning
environment and career competenties of students in vocational education. Journal of Vocational Behavior 78, 21-30.
Kuijpers, M.(2008). Loopbaandialoog: over leren kiezen (en) leren praten. In Kuijpers, M. & Meijers, F.(2008). Loopbaanleren. Onderzoek en praktijk in het onderwijs. Antwerpen-Apeldoorn: Garant.
Meijers, F, Kuijpers, M., Winters, A. (2010). Leren Kiezen, Kiezen leren. Een literatuurstudie. In opdracht van het Expertisecentrum Beroepsonderwijs (www.ecbo.nl)
Mittendorff, K., Brok, P. den, Beijaard, D.(2010). Career conversations in vocational schools, British Journal of Guidance & Counselling, 38 (2), 143-165
Riessman, C. K. (2002) Narrative Analysis. In: A.M. Huberman & M.B. Miles (Eds.), The qualitative researcher’s companion (p.217-270). Thousand Oaks, CA: Sage
Savickas, M.L. (2005). The Theory and Practice of Career Construction. In: Brown, S.D., & Lent, R.W. (Eds.). Career development and counselling. Putting theory and research to work. Hoboken, New Jersey: John Wiley & Sons, Inc.
Savickas, M.L. (2011). New questions for vocational psychology: Premises, paradigms, and practices. Journal of Career Assessment, 19(3), 251-258.