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Title: The Narrative Quality of Career Conversations in Vocational Education
Authors: Winters, Annemie
Meijers, Frans
Harlaar, Mariëtte
Strik, Anneke
Baert, Herman
Kuijpers, Marinka
Keywords: vocational education
career conversations
career identity
dialogical self theory
Issue Date: 2013
Publisher: Journal of Constructivist Psychology
Citation: Winters, A., Meijers, F., Harlaar, M., Strik, A., Kuijpers, M., & Baert, H. (2013).The Narrative Quality of Career Conversations in Vocational Education. Journal of Constructivist Psychology, 26(2), 115-126
Abstract: Due to the individualization of society and the rise of a service economy, youngsters have to develop a career identity. In this article we explore to what extent career guidance conversations in vocational education enable the development of a career identity. Using core concepts of dialogical self theory, we understand identity development in terms of positioning: as a dynamic process from I-positions to a meta-position and subsequently to a promoter-position. We want to know what happens when in a conversation an I-position is formulated. Based on 30 guidance conversations between students and a teacher or workplace mentor, four different strategies of teachers or mentors are distinguished: ignoring the I-position, repositioning by talking on behalf of the student, broadening the I-position without conclusion, and dialogue resulting in the formulation of a promoter-position. The results show that dialogical self theory can support teachers and mentors in broadening their positioning repertoire to improve the narrative quality of their guidance conversations with students.
Appears in Collections:1. T2 Publications, books and conference papers

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