Parola Anna, Diano Federico, Ponticorvo Michela, Sica Luigia Simona
Department of Humanities, University of Naples Federico II, Naples, Italy.
Front Psychol. 2024 Nov 19;15:1437472. doi: 10.3389/fpsyg.2024.1437472. eCollection 2024.
In today's dynamic landscape, navigating career paths in the midst of economic, societal, and technological changes has become increasingly challenging. The developmental psychology studies (see the career construction theory framework) and European educational standards consistently support the crucial role of teachers in supporting students' career choices. However, teachers do not seem to be trained for this role, and the NEFELE project aims to fill this gap. The training model proposed in this paper aims to provide teachers with the knowledge and tools to support their students' career choices in educational systems.
Using a randomized control trial, a study was conducted in the Italian context involving 8 teachers and their classrooms. Pre- and post-test measurements were carried out to study the effectiveness of the intervention.
Students in the experimental group who participated in career guidance activities taught by teachers trained through the NEFELE training model show an increase in career-related teacher support, career adaptability, career explorations, and career competences.
Implications for practice are discussed.
在当今充满活力的环境中，在经济、社会和技术变革的背景下规划职业道路变得越来越具有挑战性。发展心理学研究（见职业建构理论框架）和欧洲教育标准一直支持教师在帮助学生做出职业选择方面的关键作用。然而，教师似乎并未接受过担任这一角色的培训，而NEFELE项目旨在填补这一空白。本文提出的培训模式旨在为教师提供知识和工具，以在教育系统中支持学生做出职业选择。
采用随机对照试验，在意大利进行了一项涉及8名教师及其班级的研究。进行了预测试和后测试，以研究干预措施的有效性。
参加了由通过NEFELE培训模式培训的教师所开展的职业指导活动的实验组学生，在与职业相关的教师支持、职业适应性、职业探索和职业能力方面均有所提高。
探讨了对实践的启示。
