Gymnasielæreres forståelse af karrierelæring – en Koselleck inspireret begrebshistorisk analyse

Abstract

The objective of this article is to offer insight into how upper secondary teachers interprets ’career learning’ as a new educational concept, and how their understanding refers to a wish to maintain a meaningful educational practice. The empirical foundation is based on a development project, where teachers develops their understanding of career learning in relation to their practice. The theoretical foundation is Kosellecks conceptual history, which illuminates how career learning is attributed a certain meaning, and how the political and social structures is contributing to this development. Five categories in which the concept is articulated are detected and discussed.