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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9195
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.
URI: http://hdl.handle.net/1820/9195
Appears in Collections:1. T2 Publications, books and conference papers

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