A tripartite model of program evaluation: implications for effective career services and workforce development

Nassar-McMillan, Sylvia C.; Al-Qimlass, Aisha; Özdemir, Nurten

doi:10.1007/s10775-019-09410-6

Cited by 5 publications

(4 citation statements)

References 14 publications

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“…Schloss, 2011;Slomp et al, 2012Slomp et al, , 2014Welde et al, 2016). In Turkey, on the other hand, the previous studies provided evidence that teachers had concerns about their capabilities in providing career planning courses to students (Öztürk et al, 2020), there were no trainer training programmes for teachers to improve their capabilities (Nassar et al, 2020), and even school counsellors expressed their inservice training needs regarding vocational guidance (e.g. Güven et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Issued by the Ministry of National Education [MONE] (2014), the curriculum of the course includes content for students' CD in terms of exploring the self, increasing awareness of professional life, and helping future orientation/planning. Yet, previous research based on programme evaluation in Turkey indicated that there exists no trainer-training curriculum for teachers providing this careerplanning course (see Nassar et al, 2020). The undergraduate programmes for teacher education include only one course, entitled "Guidance in Schools" (YÖK, 2008), which could not be adequate to acquire required knowledge to learn how to provide CDL programmes (e.g.…”

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confidence: 99%

“…The undergraduate programmes for teacher education include only one course, entitled "Guidance in Schools" (YÖK, 2008), which could not be adequate to acquire required knowledge to learn how to provide CDL programmes (e.g. Nassar et al, 2020). Moreover, no in-service training for teachers has been held for the last five years (MoNE, 2021).…”

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confidence: 99%

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Fostering teachers’ career education competencies: test of a training programme

Özdemir

Kayabol

Aydın

et al. 2022

British Journal of Guidance & Counselling

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In this study, we aimed to develop and test the effectiveness of a training programme to foster teachers' competencies in the provision of career development learning (CDL) programmes for children. Forty-eight middle school teachers working with socioeconomically disadvantaged students in Eastern Turkey participated in the study. The Wilcoxon Signed Rank Test indicated the positive effects of the training on the teachers' efficacy in providing career education but no significant effect on the teachers' communication skills . The qualitative results addressed the improvements made in teachers' professional and personal development, and perceived self-efficacy in providing career programmes. The results revealed the need for upskilling of teachers to improve their facilitation of CDL for students and to support their own professional development.

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Section: Discussionmentioning

confidence: 99%

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Fostering teachers’ career education competencies: test of a training programme

Özdemir

Kayabol

Aydın

et al. 2022

British Journal of Guidance & Counselling

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“…Teachers equipped with the principles and techniques of MI are of critical importance in service of effective support for their students' engagement with school and thus their career future. In Turkey, the Middle School Guidance and Career Planning Course program (Milli Eğitim Bakanlığı [Turkish Ministry of National Education], 2014), is delivered by classroom teachers, who mostly have no prior career-specific training (see Nassar et al, 2019). Therefore, the aims of the present study were twofold: to examine the impact of brief MI training on middle school teachers' sense of efficacy for student engagement from socioeconomically disadvantaged conditions; and to reflect participants' impressions and their improvement regarding brief MI techniques.…”

Section: Introductionmentioning

confidence: 99%

Brief motivational interviewing training for teachers providing career services in Turkey: A pilot study

Özdemir

Aydın

2021

Int J Educ Vocat Guidance

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This mixed-methods pilot study examined the effectiveness of brief motivational interviewing (MI) training on middle school teachers' efficacy in providing career services to socioeconomically disadvantaged students. Forty-five teachers (55% men) received a six-hour training on the career-development needs of middle school students and MI techniques. Quantitative results indicated a significant effect of training on teachers' sense of efficacy regarding student engagement. Qualitative data indicated teachers' increased sense of efficacy in providing career services and their personal and professional development. These results imply that MI can be effective in supporting teachers' competencies and can motivate students of low socioeconomic status. Keywords Motivational interviewing • Early career teachers • Teachers' efficacy Résumé Formation à l'entretien motivationnel pour les enseignants offrant des services d'orientation professionnelle en Turquie : Une étude piloteCette étude pilote utilisant des méthodes mixtes a examiné l'efficacité d'une brève formation à l'entretien motivationnel (EM) sur l'efficacité des enseignants du secondaire à fournir des services d'orientation professionnelle aux élèves défavorisés sur le plan socio-économique. Quarante-cinq enseignants (55% d'hommes) ont reçu une formation de six heures sur les besoins en développement de carrière des élèves du secondaire et sur les techniques d'entretien motivationnel. Les résultats quantitatifs ont indiqué un effet significatif de la formation sur le sentiment d'efficacité des enseignants concernant l'engagement des élèves. Les données qualitatives indiquent que

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