Students' Perceptions about Teachers' Feedback in a Career Construction: A Study in Vocational Education.

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Bibliographic Details
Title:	Students' Perceptions about Teachers' Feedback in a Career Construction: A Study in Vocational Education.
Alternate Title:	Percepciones de los estudiantes sobre la retroalimentación docente en una construcción de carrera. Un estudio desde la formación profesional.
Authors:	Martins, D.¹, Carvalho, C.² cfcarvalho@ie.ul.pt
Source:	Electronic Journal of Research in Educational Psychology. 2014, Vol. 12 Issue 2, p303-323. 21p. 4 Charts.
Subject Terms:	Psychological feedback, Vocational education research, Professional education, College students' psychology research, *Educational psychology research
Abstract (English):	Introduction. The idea that feedback is information about the gap between the current and the desired level of performance is largely accepted in the literature. Likewise, it is thought that it has an impact in future beliefs about self, tasks or cognitive strategies. However, the importance that the students give to teacher's feedback, as a guidance practice to develop their own future time perspectives in terms of vocational identity, reveals the need for improvement of this pedagogical practice as a possible new approach for career construction in the 21st century. The paper main goal is to understand how students, attending courses with vocational curriculum, regard the choice or the decision of a professional future, through the teachers' feedback. Method. The methodological plan used, in addition to collecting socio-demographic identification data, the Dellas Identity Status Inventory-Occupation and two open questions about students' perceptions of the teachers' feedback. Twenty-eight Portuguese students attending three different courses in the Lisbon metropolitan area, between 15 and 19 years of age, participated in this study. Results. Results suggest that although students are attending different vocational courses, it seems that most of them are in a Moratorium dimension, showing little or no ability to explore vocational goals. Discussion and Conclusion. Search for vocational goals can be a way to be adapted to an educational and labour reality and a way to be prepared to face a changing world. The teachers' feedback comments are understood as motivators, coaches and clarifiers of future perspectives of career construction and development. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Introducción. La idea de que el feedback es información acerca de la diferencia entre el nivel actual y deseado de desempeño y que tiene un impacto en el ejercicio futuro es aceptado en la literatura. Sin embargo, la importancia de que los estudiantes dan a los comentarios de los maestros como una práctica de orientación para desarrollar sus propias perspectivas temporales futuras en términos de identidad vocacional revela la necesidad de mejorar esta práctica pedagógica como posible nuevo enfoque para la construcción de la carrera en el siglo 21. El objetivo principal de la investigación fue entender cómo los alumnos, que asisten a cursos con currículo profesional, consideran la elección o la decisión de un futuro profesional, a través de lo feedback de los maestros. Método. El plan metodológico utilizado incluye, además de la recogida de los datos de identificación socio-demográficas, el Dellas Identity Status Inventory-Occupation y dos preguntas abiertas sobre las percepciones de los estudiantes sobre el feedback de los maestros.Veintiocho estudiantes portugueses que asisten a tres diferentes cursos, del área metropolitana de Lisboa, entre 15 y 19 años de edad, participaron en este estudio. Resultados. Los resultados sugieren que aunque los estudiantes están asistiendo a diferentes cursos de formación profesional, parece que la mayoría de ellos están en la dimensión Moratorium, que muestran poca o ninguna capacidad de explorar las metas vocacionales. Discusión y Conclusión. La búsqueda de metas vocacionales puede ser una manera de adaptarse a una realidad educativa y laboral y una manera de estar preparados para enfrentar un mundo en transformación. Los comentarios de feedback de los maestros se entienden como motivadores, entrenadores y clarificadores de las perspectivas futuras y de la construcción y el desarrollo profesional. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Introduction. The idea that feedback is information about the gap between the current and the desired level of performance is largely accepted in the literature. Likewise, it is thought that it has an impact in future beliefs about self, tasks or cognitive strategies. However, the importance that the students give to teacher's feedback, as a guidance practice to develop their own future time perspectives in terms of vocational identity, reveals the need for improvement of this pedagogical practice as a possible new approach for career construction in the 21st century. The paper main goal is to understand how students, attending courses with vocational curriculum, regard the choice or the decision of a professional future, through the teachers' feedback. Method. The methodological plan used, in addition to collecting socio-demographic identification data, the Dellas Identity Status Inventory-Occupation and two open questions about students' perceptions of the teachers' feedback. Twenty-eight Portuguese students attending three different courses in the Lisbon metropolitan area, between 15 and 19 years of age, participated in this study. Results. Results suggest that although students are attending different vocational courses, it seems that most of them are in a Moratorium dimension, showing little or no ability to explore vocational goals. Discussion and Conclusion. Search for vocational goals can be a way to be adapted to an educational and labour reality and a way to be prepared to face a changing world. The teachers' feedback comments are understood as motivators, coaches and clarifiers of future perspectives of career construction and development. [ABSTRACT FROM AUTHOR]
ISSN:	16962095
DOI:	10.14204/ejrep.33.13144