Vägledning- skolans ansvar, ingens ansvar

• Main Authors: Engström, Madeleine, Johansson, Louise
• Format: Others
• Language: Swedish
• Published: Malmö högskola, Fakulteten för lärande och samhälle (LS) 2017
• Subjects: Vägledning; Vägledningsprocess; Grundskola; Gymnasieval; Lärare; Social Sciences; Samhällsvetenskap
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28874

Guidance counselling is the entire school’s responsibility, a review conducted by the school inspection however showed that many schools’ lack resource and clear guidelines in this field. The review also showed that many teachers are unaware that they too are responsible for guidance counselling and lack knowledge on how to put guidance counselling in their curriculum. The review also showed that even though guidelines for guidance counseling are in place, they seldom reach the teachers. This is a result of substandard control from school management, which concurs with the school inspection review. During interviews the informants testify that they have some knowledge on guidance but lack understanding of guidance processes. The students report that tutelage in schools to a very small degree has affected their self-image or knowledge of the labor market. They continue describing teachers as less important factors of influence regarding their upper secondary school program selection. The purpose of this study is to research students and teachers view on guidance counselling in elementary school to optimize guidance in school. The questions are as follows; How do teachers view guidance counselling? How do teachers work with guidance counselling in their respective subjects? How important do the students consider the teachers to be going into upper secondary school program selection? What assistance has been provided to the students going into upper secondary school program selection? The study is conducted with qualitative interviews of six informants from the same school. In order to more easily survey collected data the researchers conducted the study split into two perspectives, the teacher standpoint and the student standpoint. For the analysis two theories are used to dissect the collected empirical findings, which are Careership (and Circumscription and compromise: A developmental theory of occupational aspirations.