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The narrative quality of career conversations in vocational education

Tijdschriftbijdrage - Tijdschriftartikel

Due to the individualization of society and the rise of a service economy, youngsters have to develop a career identity. In this article we explore to what extent career guidance conversations in vocational education enable the development of a career identity. Using core concepts of dialogical self theory, we understand identity development in terms of positioning: as a dynamic process from I-positions to a meta-position and subsequently to a promoter-position. We want to know what happens when in a conversation an I-position is formulated. Based on 30 guidance conversations between students and a teacher or workplace mentor, four different strategies of teachers or mentors are distinguished: ignoring the I-position, repositioning by talking on behalf of the student, broadening the I-position without conclusion, and dialogue resulting in the formulation of a promoter-position. The results show that dialogical self theory can support teachers and mentors in broadening their positioning repertoire to improve the narrative quality of their guidance conversations with students.
Tijdschrift: Journal of Constructivist Psychology
ISSN: 1072-0537
Issue: 2
Volume: 26
Pagina's: 115 - 126
Jaar van publicatie:2013
BOF-keylabel:ja
IOF-keylabel:ja
BOF-publication weight:0.1
CSS-citation score:1
Auteurs:International
Authors from:Higher Education