2021/05/04 by Mark W. Slomp, Slomp, Mark W., Thelma M. Gunn +3
Social Sciences · #Career Development and Diversity #Education Systems and Policy #Higher Education and Employability #K-12 education #career education #knowledge #perceptions #pre-service teachers #secondary school #skills #teachers #training #youth
paper · doi:10.82396/cjcd.v13i2.3079
openalex created_date 2016/06/24 · openalex publication_date 2021/05/04 · openalex updated_date 2026/07/23
Students in the K-12 educational system benefit from access to high quality career support (Campbell & Ungar, 2008). However, students report that they are not able to access effective career services (Campbell & Ungar, 2008). Either this support is unavailable or if it is available it is ineffective (Domene, Shapka, & Keating, 2006; Osborn & Baggerly, 2004). This article describes a pilot project offered by the Faculty of Education at the University of Lethbridge that seeks to address these issues. Through this pilot project pre-service teachers receive training in career education and learn to infuse career support in regular curriculum. This article examines the findings of a research project that investigated whether this pilot project effectively prepares pre-service teachers to integrate career education into regular curriculum. The findings suggest that this pilot project helped preservice teachers acquire the perspectives and skills required to effectively support students in their career explorations and planning.