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Tracing the Framing on Learning Dimensions in Career Guidance Practice
Stockholm University, Faculty of Social Sciences, Department of Education. (Career development and guidance)ORCID iD: 0000-0001-8656-7849
2016 (English)Conference paper, Abstract (Refereed)
Abstract [en]

Under the umbrella of lifelong learning strategies, career guidance has received increased attention as part of such strategies. In Sweden, educational and vocational guidance is regarded as an educational practice. Nevertheless, by bringing together results from two different studies, a paradox regarding learning dimensions in career counselling is disclosed. Swedish guidance counsellors neither describe themselves or their professional practice in educational or pedagogical terms. At the same time, a study of career conversations with young migrants reveal the educational function as essential and that guidance counsellors clearly are supporting learning processes. The paradox discloses that the professional language of guidance counsellors seems to be insufficient in terms of learning dimensions in career guidance practice. Developing a theoretical framework and professional language for learning dimensions in counselling processes is therefore an urgent issue. By relating the results from the above mentioned two studies to the triangular model of learning developed by Knud Illeris, this paper seeks to discuss and trace a framing on learning dimensions in career guidance.  

Place, publisher, year, edition, pages
Keyword [en]
educational and vocational guidance, career guidance, learning, professional identity
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Research subject
URN: urn:nbn:se:su:diva-135711OAI: diva2:1048136
IAEVG International Conference, Madrid: Promoting Equity through Guidance - Reflection, Action, Impact. 16- 18 November, 2016.
Available from: 2016-11-20 Created: 2016-11-20 Last updated: 2016-11-20

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Bergmo-Prvulovic, Ingela
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