Middle School Career Readiness Pedagogy, Exploration, and Engagement Through Counselor-Driven Practice
Abstract
This qualitative action-research study explored career self-efficacy, awareness, and perceptions of seventh-grade students in middle school. The study explored the impact of counselor-driven comprehensive and strategic career readiness pedagogy on students through the implementation of six small focus group sessions and two one-on-one career conversations. An autoethnography approach was used. Also, explored are the career readiness instructional practices and strategies employed by social studies teachers. Findings demonstrated that career readiness and development for students are influenced by definitions of career and success, revelations of personal interests and talents, familial connections, and external influences. The interplay of these dynamics moved students from vague understandings of career readiness to more elaborate self-discovery. Instructional teaching strategies that cultivated career development included the use of personal narrative, textual evidence, and the activation of prior knowledge.
Subject Area
Educational leadership|Middle School education|Counseling Psychology
Recommended Citation
Williams-Todman, Janelle, "Middle School Career Readiness Pedagogy, Exploration, and Engagement Through Counselor-Driven Practice" (2023). ETD Collection for Fordham University. AAI30244158.
https://research.library.fordham.edu/dissertations/AAI30244158
