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dc.contributor.authorDodd, Vanessa
dc.contributor.authorHooley, Tristram
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.
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
html.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.


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