Nurturing Possible-selves CDANZ Symposium – October 2018 Amanda Smidt MPP, PGCE, HDipEd

New practice framework Supporting strategies Background Professional context Project context Findings Methodology Assumptions Outcomes Student identity New practice framework Constructivist Re-envisioning roles Re-envisioning practice Supporting strategies Three themes Theory Motivation Future Outline

background Project context My professional context My worldview My career journey Project context Master of Professional Practice Strategies for career education in New Zealand schools to foster 21st century career development background

methodology Qualitative – using literature to inform Literature ranged from scholarly articles, books, newspaper articles, reviews and reports, policy documents, commentary, blogs, online platforms such as podcasts - TEDx and conference videos methodology

assumptions What I thought I would find That the strategies would clearly focus on the delivery and integration of career education assumptions

outcomes What I did find Career and learning are inextricably interconnected Learning is key to future career success – how, why and what is learnt is key Cognitive and non-cognitive skills required to navigate 21st century career Pedagogy key to unlocking desire for learning Relationship between motivation and possible selves Requires shift from logical/positivist to constructivist A paradigm shift in roles: teacher and careers advisor outcomes

STUDENT IDENTITY

Super’s Life span - Life space Leaner/Student Growth and Exploration stages OITE Careers Blog – Word Press

System of influence: Intrapersonal, social, environmental-societal Interconnected, recursive, change over time, chance

Cognitive representations of future: Expected-self Hoped-for self Feared-self Possible selves Emerging self Past experiences

Possible selves Emerging self Motivation

restricting learning to assessment outcomes ‘Assessment’ model short-term focus restricting learning to assessment outcomes learning to pass v/s life-long learning proficient at accumulating credits v/s desire for learning, curiosity ‘3-hour exam’ v/s deep, authentic learning through inquiry career development – touching the surface v/s dialogue for deeper learning/understanding Easily disengaged, lack of motivation ‘Want out’ “What’s the point?”

Towards a new FRAMEWORK of practice Career Development Student Curriculum Pedagogy

Framework snapshot Elements of Possible Self Students demonstrate this by: Career practitioners nurture this by: Teachers facilitate this by: Curriculum enables this by: Self-aware Framework snapshot

SUPPORTING STRATEGIES National Vision Career Champion Whole-school Career Culture SUPPORTING STRATEGIES

Thank you Amanda Smidt amanda@context.org.nz 0220595695