Teacher support as a new competence of career educators?

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F18%3A00101187" target="_blank" >RIV/00216224:14210/18:00101187 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Teacher support as a new competence of career educators?

Popis výsledku v původním jazyce

This paper reviews core competences one of the professional roles career guidance counseling professionals – career educators. The purpose of this paper is to describe teacher support as a „new“ competence of the career educators at schools. As a career educators so called the first level (Schiersmann et al., 2016) can be considered all teachers it includes teachers in vocational upper-secondary in the career guidance services system in the Czech Republic. Any our attempt to defining teacher support as a competence of career educators is based on hypothesis: perceived teacher support will be associated with higher level of career adaptability. To summarize, we are discussing characteristics teacher support as one of the competence of career educators in the vocational upper – secondary schools on the basis of statistically significant relationships between the perceived support of teachers from the point of view of students and four dimensions of career adaptability this students (concern, control, curiosity, confidence).

Název v anglickém jazyce

Teacher support as a new competence of career educators?

Popis výsledku anglicky

This paper reviews core competences one of the professional roles career guidance counseling professionals – career educators. The purpose of this paper is to describe teacher support as a „new“ competence of the career educators at schools. As a career educators so called the first level (Schiersmann et al., 2016) can be considered all teachers it includes teachers in vocational upper-secondary in the career guidance services system in the Czech Republic. Any our attempt to defining teacher support as a competence of career educators is based on hypothesis: perceived teacher support will be associated with higher level of career adaptability. To summarize, we are discussing characteristics teacher support as one of the competence of career educators in the vocational upper – secondary schools on the basis of statistically significant relationships between the perceived support of teachers from the point of view of students and four dimensions of career adaptability this students (concern, control, curiosity, confidence).

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/GA18-07537S" target="_blank" >GA18-07537S: Kariérová adaptabilita absolventů odborných vyšších sekundárních škol v období přechodu ze školy do práce</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů