Focus Group Discussions
A Catalyst Instrument for Shared Understanding of Careers Education among In-Service Middle School Teachers
DOI:
https://doi.org/10.5281/zenodo.15984126Abstract
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This interpretive qualitative study explores in-service middle school teachers' perceptions of careers education and its integration into the middle-level curriculum. Four Focus Group Discussions (FGDs) with twenty in-service teachers were used as a source of data collection through a meaning-making process. The data was systematically analysed by using reflexive thematic analysis and all the ethical considerations were followed to maintain the rigour, trustworthiness and credibility of the data and interpretations. The study findings reveal that many teachers were initially unfamiliar with the concept of careers education, often confusing it with career counselling. The use of FGDs facilitated participants' collective reflection and recognition of the potential for integrating career-related learning into their teaching and learning practices to enhance students' future orientation and lifelong learning skills. The study further highlights the role of administrative support to equip teachers for delivering effective careers education through on-the-job training. The study underscores the need for developing clearer guidelines and frameworks to introduce the careers education concept into school settings. It further suggests careers education based on professional development training initiatives to support teachers in preparing students for a smooth transition from education to the workforce.
Keywords:
Adolescents’ career choices, Careers education, Focus group discussions, In-service middle grade teachersReferences
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