Browsing Institute of Education Research Collection by Subjects
Now showing items 1-4 of 4
The career development profession: Professionalisation, professionalism, and professional identityThis chapter examines the professionalisation of career development provision in countries across the world. ‘Professionalisation’ and ‘professionalism’ are explored through several concepts, including social closure, the professional project, and the regulatory bargain. The chapter argues that professionalism is a useful and important concept for the career development field but recognises the challenges that the field has had in achieving professional status. It recognises some of the critiques that exist of professionalism and explores how these relate to careers professionals. It then argues that increasing professionalism within the field needs to be understood as an ongoing process that has to be conducted on the personal, organizational, and professional level. The chapter concludes by outlining some key strategies that the field can use to advance the cause of professionalism in the future.
Introducing a fellowship scheme for the CDIThe article outlines the process adopted and the outcomes for the development for a Fellowship programme within the Career Development Institute. It explores the rationale for adoption, the criteria for selection and strategy for progressing this new membership conferment.
Professionalising careers work: The view from EuropeHow do we know what it is that we share? And how do we convince others that what we do is valuable and worthy of status? Ultimately we are trying to create an understanding of our profession that is shared by practitioners, policy makers and the general public. Back in the UK after his recent speaking engagement in Auckland in April, Professor Tristram Hooley shares his thoughts.
The role and relevance of theory in careers professionalisation and practiceA new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development.