A CRITICAL THINKING APPROACH FOR IMPLEMENTING INTERDISCIPLINARITY IN CAREER GUIDANCE FOR SECONDARY SCHOOL STUDENTS
Abstract
Skills that promote the growth and well-being of society are particularly important. In this context an important task is to encourage more young people to choose professions in mathematics, science and technology, as the adequacy of the number of graduates in these highly sought after fields is extremely important for innovation and growth.
In the context of Latvia, Lithuania and Estonia, the fields of Wood-Forestry, Metal-Machinery, and Agriculture-Food are considered to be fast-growing industries. However, the number of trained specialists is insufficient, and the motivation and interest of potential employees should be facilitated by school career counselors.
The aim of this article is to study the most demanded professional competencies in Wood-Forestry, Metal-Machinery, and the Agriculture-Food industries and to elaborate recommendations for designing a methodology for career counselor’s professional development training for career guidance in secondary school.
Research methods: A literature study and a questionnaire. In total 130 respondents - Administrative, Sector managers and Sector specialists from companies, voluntary answered the survey questions online.
The results of the study determined the most demanded competencies in Wood-Forestry, Metal-Machinery and the Agriculture-Food industries are related to design, technology and economics. It is recommended to use a critical thinking approach for implement interdisciplinarity in career guidance in secondary schools. The career counselors should be introduced to the most demanded professional competencies in Wood-Forestry, Metal-Machinery, and Agriculture-Food industries during professional development training for career guidance for secondary school students.
References
st Century Skills for Students and Teachers. (2010). Honolulu: Kamehameha Schools, Research & Evaluation Division. Retrieved from http://www.ksbe.edu/_assets/spi/pdfs/21_century_skills_full.pdf
Boden, M. A. (2004). The Creative Mind: Myths and Mechanisms. London: Routledge.
Brooks, J. G., & Brooks, M. G. (1994). In search of understandings: The case for constructivist classrooms. Alexandria: Association for Supervision and Curriculum Develoment.
Collin, A. (2009). Multidisciplinary, interdisciplinary, and transdisciplinary collaboration: implications for vocational psychology. International Journal for Educational and Vocational Guidance, 9(2), 101–110.
Crawford, A., Saul, W., Mathews, S., & Makinster, J. (2005). Teaching and Learning Strategies for the Thinking Classroom. New York: International Debate Education Association. Retrieved from http://www.xaricidil.com/wp-content/uploads/2017/07/Teaching-learning-strategies-for-the-thinking-classroom.pdf.
David, L. (2015). Constructivism. Learning Theories. Retrieved from https://www.learning-theories.com/constructivism.html
Erasmus+ Strategic Partnership Project “Implementing Interdisciplinarity in Career Counselling” No.016-1-LV01-KA201-022681. (2017). Retrieved from http://www.rta.lv/uploads/source/projects/citi%20projekti/2017/Recommendations.pdf
Fleming, G. (2018). Introduction to Critical Thinking. Retrieved from https://www.thoughtco.com/introduction-to-critical-thinking-1857079
Karjeras izglītība skolā [Career Education at School]. (2010). Rīga: Valsts izglītības attīstības aģentūra, Retrieved from http://viaa.gov.lv/files/news/727/karjeras_izgliitiiba_skolaa_2010.pdf.
Kenneth, B. H. (2001). Career Education and Education Reform: Time for a Rebirth. Phi Delta Kappan International, 83(4), 327-331. Retrieved from http://journals.sagepub.com/doi/pdf/10.1177/003172170108300413
Marshall, N. (1999). The Students. Who are they and how do I reach them? Reading and writing for critical thinking, 5(3), 45-47.
Meredith, K. S., Steele, J. L., & Kikusova, S. (2001). Critical Issues: Democracy, Community, Self, Literacy, and the Value of Global Conversation. Journal of Literacy Research, 33(1), 169-202.
Rethinking Education: Investing in skills for better socio-economic outcomes. (2012). Strasbourg: European Comission. Retrieved from file:///C:/Users/user/Downloads/com669_en.pdf
Trilling & Fadel (2009). 21st Century Learning Skills. San Francisco, CA: John Wiley & Sons.
Copyright information
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (Creative Commons Attribution License 3.0 - CC BY 3.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
info@iseic.cz, www.iseic.cz, ojs.journals.cz
