管理关键的转变:对有可能无法接受高中教育的年轻人的职业支持

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Åsa Sundelin, L. Lundahl
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引用次数: 1

摘要

本文的重点是学校对那些可能离开瑞典义务教育而没有达到进入高中教育(USE)所需成绩的学生提供的支持。其目的是增加对职业辅导员和教师在初中的战略和工作的了解,以促进这一关键转变,并审查影响这种支持的因素。它以强调福利组织专业人员的代理作用以及风险青年在教育转型过程中支持的重要性的理论框架为出发点。本文基于对6个不同城市的20名教师和职业顾问的采访。教师和职业顾问的微观选择对提供给学生的支持有重大影响。他们的工作包括直接支持和间接支持,前者指的是规定的专业任务。以倡导、关系和情感工作为形式的间接支持没有得到官方认可,但似乎是直接支持的必要前提。除非支持的特点是义务教育中的学校行为者之间以及义务教育和使用教育之间的持续合作,否则这种转变似乎有变得过于脆弱的危险。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Managing critical transitions: Career support to young people risking ineligibility for upper secondary education
This paper focuses on the support given by schools to students who are likely to leave Swedish compulsory education without the grades required to enter upper secondary education (USE). The aim is to increase knowledge about career counselors’ and teachers’ strategies and work in lower secondary schools in order to facilitate this critical transition, and to examine factors influencing this support. It takes as its starting point theoretical frameworks stressing the agency of professionals in welfare organizations, and the importance of support during the educational transitions of young people at risk. The paper builds on interviews with 20 teachers and career counselors in six municipalities of varying character. Teachers’ and career counselors’ micro-choices have a major impact on the support provided to students. Their work consists of direct and indirect support, with the former referring to prescribed professional assignments. Indirect support, taking the form of advocacy, relational, and emotional work, is not officially recognized, but appears to be a necessary precondition for the direct support. The transition seems to be at risk of becoming overly fragile unless the support is characterized by sustained collaboration between school actors in compulsory school, and between compulsory and USE levels.
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来源期刊
European Educational Research Journal
European Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
33
期刊介绍: The European Educational Research Journal (EERJ) is a scientific journal interested in the changing landscape of education research across Europe. Education research increasingly crosses the borders of the national through its subjects of study, scholarly collaborations and references. The EERJ publishes education research papers and special issues which include a reflection on how the European context and other related global or regional dynamics shape their educational research topics. The European Educational Research Journal publishes double-blind peer-reviewed papers in special issues and as individual articles. The EERJ reviews submitted papers on the basis of the quality of their argument, the contemporary nature of their work, and the level of ''speaking'' to the European audience. Policy-makers, administrators and practitioners with an interest in European issues are now invited to subscribe. The EERJ publishes peer reviewed articles, essay reviews and research reports (forms of research intelligence across Europe)
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