Counselor-Perceived Teacher Actions Needed to Carry out Educational and Vocational Guidance in Secondary Schools in Spain

After analyzing the scientific literature referring to guiding actions developed in secondary education, there is an appreciable lack of research on process efficiency performed by teachers. This study explores the practice of tutoring, which in Spain is coordinated by counselors but the responsibility of teachers. An ad hoc semistructured questionnaire was designed, validated and applied within the framework of a collaboration agreement between professional institutions of counselors and researchers. The questionnaire was answered by 102 counselors who are heads of guidance departments because the insight of counseling experts was desired. The quantitative and qualitative data analyses indicated correlations between the profile of the counselors and the performance of tutoring, described the content and predominant intervention models and identified needs for improvement. A much more intensive and direct intervention by counselors is necessary in a system in which teachers are not trained enough and time dedicated to tutorial action is deficient. Notably, counselors coordinate and supervise tutoring, but they feel overwhelmed by the lack of concrete norms and their workload.

Pedagogical technologies of career guidance for children and youth of the Republic of Belarus studying in additional education

The article presents the experience of implementing a cyclical educational and vocational guidance project that integrates pedagogical, methodological and socio-cultural resources of additional education for children and youth, institutions of general secondary and vocational education into a complex pedagogical technology of forming a conscious professional choice and motivating professional development. The project presented in this work is the development of the teaching staff of Minsk State Palace of Children and Youth (Republic of Belarus). The peculiarity of the pedagogical approach when developing a project is that it is designed as a modern pedagogical technology of a modular type. The project is addressed to two target groups of participants: the first group is students of institutions of general secondary education, gymnasiums, lyceums, students at the III stage (high school), for whom the situation of professional choice is relevant; the second target group is primary school students of vocational and secondary specialized education institutions. The pedagogical influence on the participants of this target group is aimed at increasing the stability of professional choice, expanding the ideas of student youth about the possibilities of the chosen profession for creative self-realization and the manifestation of business initiative. Ultimately, the expected social effect from the implementation of the project is associated, firstly, with a reasoned motivated choice of an educational and professional strategy and, secondly, with the formation of motivation for professional development and consolidation of promising personnel in the chosen professional field. Cultural, educational and methodological means, which provide the content and activity component of the educational and vocational guidance project, reflect the innovative process of practical solution of strategic and tactical tasks stipulated by the Concept for the development of vocational guidance of youth in the Republic of Belarus. Additional education for children and youth is an integrating factor in the development of career guidance potential of the unified educational system of the capital region of the Republic of Belarus.