Career discussions in vocational schools: how teachers guide students in the developing their careers

The purpose of this study was to examine career discussions between teachers and students in competence-based vocational education in the Netherlands. A total of 32 career discussions were observed and analyzed with respect to four elements: content, teacher activities, student activities and relationship. Results showed that career discussions often focus on school issues (such as student’s progress and course curriculum) rather than career issues (such as future ambitions or characteristics of a profession). Furthermore, teachers hardly facilitated students in the development of self-directedness. Students asked very few questions, and teachers often dominated the discussion. The findings reveal implications for the practice of career guidance in schools, for example that teachers should change their role from that of a traditional teacher to facilitator, that students should receive more opportunities for self-direction, and that actual career issues should be on the agenda to a greater extent.