The development of the Teachers’ Attitudes toward Career Learning Index (TACLI).

Hdl Handle:
http://hdl.handle.net/10545/622006
Title:
The development of the Teachers’ Attitudes toward Career Learning Index (TACLI).
Authors:
Dodd, Vanessa ( 0000-0002-8404-892X ) ; Hooley, Tristram ( 0000-0002-1453-4535 )
Abstract:
Teachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England there has been limited research that has looked specifically at the role of teachers and none which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers Attitude toward Career Learning Index (TACLI) which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified a five underlying factors in teachers attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.
Affiliation:
University of Derby
Citation:
Dodd, Vanessa & Hooley, Tristram. (2018). The development of the Teachers’ Attitudes toward Career Learning Index (TACLI), Teacher Development, 22:1, 139-150.
Publisher:
Taylor and Francis
Journal:
Teacher Development
Issue Date:
18-Oct-2017
URI:
http://hdl.handle.net/10545/622006
DOI:
10.1080/13664530.2017.1385518
Additional Links:
https://doi.org/10.1080/13664530.2017.1385518
Type:
Article
Language:
en
ISSN:
13664530
EISSN:
17475120
Sponsors:
Teach First
Appears in Collections:
Centre for Educational Research and Innovation

Full metadata record

DC FieldValue Language
dc.contributor.authorDodd, Vanessaen
dc.contributor.authorHooley, Tristramen
dc.date.accessioned2017-12-05T16:10:15Z-
dc.date.available2017-12-05T16:10:15Z-
dc.date.issued2017-10-18-
dc.identifier.citationDodd, Vanessa & Hooley, Tristram. (2018). The development of the Teachers’ Attitudes toward Career Learning Index (TACLI), Teacher Development, 22:1, 139-150.en
dc.identifier.issn13664530-
dc.identifier.doi10.1080/13664530.2017.1385518-
dc.identifier.urihttp://hdl.handle.net/10545/622006-
dc.description.abstractTeachers play an important role supporting young people to form their career identities and to make successful transitions into further learning and work. In England there has been limited research that has looked specifically at the role of teachers and none which has tried to establish a measure of teacher attitude toward careers work. This article details the development of the Teachers Attitude toward Career Learning Index (TACLI) which was created to measure attitudes and engagement in career learning on teachers in England. The instrument went through a survey design process which included content validity and construct validity components. The process identified a five underlying factors in teachers attitude and engagement in careers work: (1) career learning and support practices, (2) school career strategy attitudes, (3) subject career learning attitudes, (4) career support attitudes, and (5) school career strategy practices. This process helped refined initial theoretical constructs regarding teachers’ roles in careers learning.en
dc.description.sponsorshipTeach Firsten
dc.language.isoenen
dc.publisherTaylor and Francisen
dc.relation.urlhttps://doi.org/10.1080/13664530.2017.1385518en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCareer guidanceen
dc.subjectTeacher attitudesen
dc.subjectInstrument developmenten
dc.subjectCareer learningen
dc.subjectPrincipal component analysisen
dc.titleThe development of the Teachers’ Attitudes toward Career Learning Index (TACLI).en
dc.typeArticleen
dc.identifier.eissn17475120-
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalTeacher Developmenten
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