“... because school is supposed to help you in the future.”
Students’ perspectives on the meaning of placement activities in the subject of Educational Choice
DOI:
https://doi.org/10.15845/ntvp.v9i1.3925Keywords:
career education, work placement, critical psychology, critical pedagogy, career learning, educational choiceAbstract
The purpose of the article is to provide insight into the personal meaning that students in lower secondary school give to work placement activities, and how this is connected to conditions linked to work placement. The article's empirical data consists of four focus groups with a total of 24 students lower secondary school who have participated in work placement activities. The theoretical foundation is critical psychology and critical pedagogy. With this framework, five themes are analyzed, namely: 1) that students have different reasons for what they attach importance to on work placement; 2) reflexive and relational dimensions can strengthen the meaning of work placement; 3) the students' expectations of work and conditions for being able to carry out the work; 4) if placement is to contribute to educational choices, students want insight into the entire profession; and finally, 5) that many students want more placements, but not under all conditions. It is discussed how the study's findings can contribute to the development of career education and didactic understanding in the subject of Educational Choice in Norway, with a particular focus on work placement activities.
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