TY - JOUR
T1 - Rationalising for and against a policy for school-led careers-guidance (SLCG) in STEM in the UK
T2 - A teacher perspective
AU - Watermeyer, Richard
AU - Morton, Pat
AU - Collins, Jill
PY - 2016
Y1 - 2016
N2 - This paper reports on teacher attitudes to changes in the provision of career guidance in the UK, particularly as it relates to STEM. It draws on survey data of n=94 secondary-school teachers operating in STEM domains and their attitudes towards a UK 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 career 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.
AB - This paper reports on teacher attitudes to changes in the provision of career guidance in the UK, particularly as it relates to STEM. It draws on survey data of n=94 secondary-school teachers operating in STEM domains and their attitudes towards a UK 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 career 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.
UR - http://dx.doi.org/10.1080/09500693.2016.1195520
U2 - 10.1080/09500693.2016.1195520
DO - 10.1080/09500693.2016.1195520
M3 - Article
SN - 0950-0693
VL - 38
SP - 1441
EP - 1458
JO - International Journal of Science Education
JF - International Journal of Science Education
IS - 9
ER -