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Professional guidance

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2014 Uluslararası Lider Martılar Projeleri _No 7
2014 International ICT Leading Seagulls Projects #7

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Professional guidance

  1. 1. PROFESSIONAL GUIDANCE FOR FUTURE ELT’ERS
  2. 2. …Pilots
  3. 3. Group Members: • Damla Ozat • Elif Nur Aytekin • Yasemin Sert Meeting time: Every Monday evening @SimitSarayı, @HisarCafe
  4. 4. CONTENT • Presentation of the Group • Definition of the Problem • Literature Review • Gannt Card • Brainstorming • Data Collection • Results • Fishbone • Matrix diagram • Pareto diagram • Causes • Solutions
  5. 5. Definition of the Problem Why do FLED students need ‘Professional Guidance’?
  6. 6. Why did we choose this problem? This is our problem in the period of graduation. We are suffering from uncertainity and we can’t decide what to do after graduation. It may stem from the lack of professional/career guidance. http://www.begincollege.com/top-5-tips-for-
  7. 7. What is guidance? • Guidance is concerned with helping individuals discover their needs, assess their potentialities, develop their life purposes, formulate plans of action and proceed to their realization. (Stone & Shertzer, 1970) Literature Review http://www.elsdongolf.com/golf-instruction-books/
  8. 8. What is professional/vocational/career guidance? • It is defined as the opportunities for choice that society permits among educational and occupational options. (Borow, 1973) • While choosing a vocation, a clear understanding of yourself, your aptitudes, abilities, interests, ambitions, resources, limitations and their causes is important. (Gysbers, 1973)
  9. 9. • Career choice is a rational process which is not determined by chance or social position. The counselor’s job is to make the student aware of alternatives and to develop his ability to make rational decisions (Willingham, 1972).
  10. 10. Brainstorming  Do Boğaziçi University FLED students really need this guidance?  If yes, How much do they need?  How should professional guidance be given?  When should it be given? http://timetowrite.blogs.com/creativitynow/2009/10/bonus- 10-brainstorming-guidelines-poster.html
  11. 11. Data Collection Methodology and Participants To answer these questions, • We had interviews with 4 English teachers. • We did survey with 40 students in our university. We gathered 40 questionnaires consisted of 10 students from each grade. (1-4)
  12. 12. INTERVIEW QUESTIONS • 1. Do you think FLED students in our university need professional/career guidance? Why do you think so? • 2. Have you taken any professional guidance in your educational life? How did you decide to do this job? • 3. In your opinion why do students feel lost or hesitant about their future career? • 4. Do you think guidance is the solution? And how should the guidance be given? • 5. Do you have other solutions?
  13. 13. 1. Do you think FLED students in our university need professional/career guidance? Why do you think so? «I think all teacher trainees need guidance concerning their profession. This is a reality for all professions. While starting a career, the gurus and/or more experienced members of the related profession must be in touch with the new ones.» Hayal Köksal (45+ years old, 35+ years experience)
  14. 14. «Yes, I do, as the 1st-yr students I’ve taught in Fled 103 and 102 seem quite “lost” and do not seem to know about our field or what they need to do to improve their professional skills. In fact, most of the 4th-yr students I teach also seem not to have developed their personal and professional skills enough to be very competent or confident in English or teaching.» Judy Monthie-Doyum (45+ years old, 40+ years experience)
  15. 15. 2. Have you taken any professional guidance in your educational life? How did you decide to do this job? «My father was my first teacher in education and he always supported me on the way of learning English. My mother motivated me to be a teacher. My teachers of English were my favourite teachers.»Hayal Köksal (45+ years old, 35+ years experience)
  16. 16. «I admired a high school instructor very much and then observed my university professors closely. I was quite close to one professor in particular and asked her for guidance and kept in touch with her for about 30 years.» Judy Monthie-Doyum (45+ years old, 40+ years experience)
  17. 17. « At the Department of Basic English, when I first started working there, I received a short pre-service course which was very practical. A few years later, I attended a course in England run by Adrian Doff. This course helped me plan interactive lessons and adapt straight forward course book activities so that they involved pair and group work. I have attended VERY many conferences, presented workshops and attended several additional courses until I retired» Suzan Öniz ( 45+ years old, ?)
  18. 18. 3. In your opinion why do students feel lost or hesitant about their future career? «Teacher trainers, in recent years, as far as I follow, do not set aside time for leading their teacher trainees. Their academic concerns hold their time mostly. Furthermore, lacking pre-service activities for the stduent teachers and their not to be included in ELT professional seminars keep them away from the main platform of the profession.» Hayal Köksal (45+ years old, 35+ years experience)
  19. 19. «They don’t realize the opportunities at the university, and they don’t seem to have anyone who knows them well enough to advise them effectively. I think it’s very difficult for a professor-advisor to have enough time and knowledge about each advisee to be effective.» Judy Monthie-Doyum (45+ years old, 40+ years experience)
  20. 20. «I can only guess and so my guess is that today the way students choose careers is very different from the ‘old’ days. Some young people make the wrong choice way at the beginning and then they don’t embrace the profession. I also suspect that during the 4 years of study, most instructors these students encounter are not very motivating or knowledgeable so some students’ already low levels of motivation is killed off.» Suzan Öniz ( 45+ years old, ?)
  21. 21. Survey Grade: Think about the given questions, and give points from1 to 4 (1=strongly disagree “SD”, 2=disagree “D”, 3=agree “A”, 4=strongly agree “SA”) to the each statement. Also please write your ideas for the open ended questions. 1 2 3 4 1. I need some professional guidance for my future career. 2. I have decided what to do after graduation. 3. I want to continue in my own department (ELT). 4. I have enough information about my future professional choice. 5. I have got enough professional guidance from my department. 6. I am planning to continue studying/working in other fields rather than ELT?
  22. 22. Question 1:I need professional guidance for my future career. 70% 30% Grade 1 Agree Disagree 70% 30% Grade 2 Agree Disagree 80% 20% Grade 3 Agree Disagree 90% 10% Grade 4 Agree Disagre e
  23. 23. Question 2: I have decided what to do after graduation. 50%50% Grade 1 Agree Disagree 20% 80% Grade 2 Agree Disagree 40% 60% Grade 3 Agree Disagree 50%50% Grade 4 Agree Disagree
  24. 24. http://rosesdailyjournal.blogspot.com .tr/2010/07/one-way-or-another.html
  25. 25. Question 3: I want to continue in my own department (ELT). 80% 20% Grade 1 Agree Disagree 50%50% Grade 2 Agree Disagree 40% 60% Grade 3 Agree Disagree 40% 60% Grade 4 Agree Disagree
  26. 26. Question 4: I have enough information about my future professional choice? 40% 60% Grade 4 Agree Disagree 50%50% Grade 3 Agree Disagree 40% 60% Grade 2 Agree Disagree 30% 70% Grade 1 Agree Disagree
  27. 27. Question 5: I have got enough professional guidance from my department. 20% 80% Grade1 Agree Disagree 10% 90% Grade 2 Agree Disagree 0% 100% Grade 3 Disagree 20% 80% Grade 4 Agree Disagree
  28. 28. Question 6: I am planning to continue studying/working in other fields other than ELT. 80% 20% Grade 4 Agree Disagree 60% 40% Grade 3 Agree Disagree 80% 20% Grade 2 Agree Disagree 30% 70% Grade 1 Agree Disagree
  29. 29. Question 7: When should the guidance be given? 50% 20% 30% Grade 1 Each year No need to guidance Before the problem arises 80% 20% Grade 2 In 3rd and 4th grades Before the problem arises 30% 50% 20% Grade 3 Each year In 3rd and 4th grades Before the problem arises 70% 30% Grade 4 Each year
  30. 30. Question 8: How should the guidance be given? • Personally/face to face • With conferences, seminars, counselors, pre-service training • Experienced graduates who work in different departments • Should be given by advisors, professionals, experts from different departments, • With additional/optional lectures
  31. 31. Question 9: What is the reason of such need? • Lack of information about opportunities. • Students are confused/doubtful about their future career • There are many options but the students are not sure about their choices. They feel hesitated and lost • Job and life satisfaction, to be more proficient in field, to see the positive and negative sides of different jobs, not to get lost after beginning to profession
  32. 32. Why do FLED students need Professional Guidance? system human Peers Parents Instructors Different options for ELT’ers Variety of obligatory and selective courses Lack of guidance from our university Individual ENVIRONMENT Quota system Social clubs Financial concerns Examination system http://www.clker.com/clipart-happy-fish-bone.html
  33. 33. Human based Reasons • Individual: Even if we know much about our options, we may be indecisive. • Peers: When friends come up with different future plans, our interest goes to that one and then we continuously change our minds. • Instructors: They may not be very helpful in flow of information about options.
  34. 34. • Parents Our parents may be constantly telling us what to do. They want us to have the job that they want. http://blessedexistence-blessed.blogspot.com.tr/2012/08/helicopter-parents-vice-of-over.html
  35. 35. System based reasons • Variety of Selective Courses and Quota System There is much varience in selective courses and when we cannot add a course because of quota restriction, we try to find other courses to complete our credits. These courses may lead us to that field. http://listelist.com/troll-consent-request-talepleri/=
  36. 36. • Examination System The exams by YÖK make us stressed and reluctant. Because we don’t want to study days and nights again, we look for private schools or companies rather than state. https://www.google.com.tr/search?q=kpss&newwindow=1&es_sm=93&sour ce=lnms&tbm=isch&sa=X&ei=r5BwU_XGCoaoywPkzoHgAg&ved=0
  37. 37. • Lack of guidance from university We don’t have much idea about what we can do. We don’t have a special guidance system in our department to provide this. http://engageduniversity.blogs.wesleyan.edu/2013/09/13/all-about- graduate-school-part-1-grad-school/
  38. 38. Environment based Reasons • Different options For ELT’ers FLED/ELT students have many options to follow. We can work in state schools, private schools as teachers, in human resources in private companies, translation companies, etc. http://eofdreams.com/teacher.html https://www.google.com.tr/search?newwindow =1&es_sm=93&biw=1024&bih=638&tbm=isch &sa=1&q=human+resources+workers&oq=hu man+resources+workers&gs_l=img.3..0i24l6. 4 https://www.google.com.tr/search?newwindow=1&es 93&biw=1024&bih=638&tbm=isch&sa=1&q=translat rson&oq=translator&gs_l=img.1.1.0l10.9106.9106.0.
  39. 39. • Financial Concerns Belief: We deserve a comfortable life as graduates of Boğaziçi University. Then we need a job with high salary. Thus, we look for it until we can’t find it  Government does not pay much to teachers. Private school does not pay much to inexperienced teachers. So what?
  40. 40. • Social Clubs We are members of many different social clubs looking at our interests. We have 37 social clubs in our university and these variety can lead us to do different jobs. http://boun101.blogspot.com.tr/2013/05/bogazici-university-sports-fest-2013.html
  41. 41. Matrix Diagram Reason 1: Environment Reason 2: Human Reason 3: System Elif 5 4 7 Damla 4 3 7 Yasemin 7 4 6 Total 16 11 20 % 76 52 95
  42. 42. Pareto Diagram 0 5 10 15 20 25 Human System Environment total total
  43. 43. STEPS March 1week March 3.week April 1.week April 2.week April 3.week April 4.week May 1.week May 2.week PLAN Circle Formation Problem Definition Approval Literature Review Cause Strategy Tools/Data DO Interview CHECK Data Analysis Suggestion Conclusion ACT Presentation EXPECTED OBSERVED GANNT CARD
  44. 44. Solutions Information about vocations can be presented to the students in many ways, either in group or individual situations. These ways include: • Career conferences, seminars, lectures • Getting in contact with experienced graduates who work in different departments • Visits to places of employment • (Crow & Crow, 1960) • (survey results)
  45. 45. • Professional guidance and information about career development can be incorporated in the curriculum. For educational and practical reasons professional guidance must be an integral part of the student’s formal education in all grades. (Willingham, 1972) http://www.assessmentsonline.co.za/career.asp
  46. 46. • «While starting a career, the gurus and/or more experienced members of the related profession must be in touch with the new ones.» (Köksal, 2014) • «I am thinking of pairing my 4th-yr and 1st-yr students for one semester or the whole year, so that the more experienced students can help the ones who are almost totally without experience of the university system in general and our department in particular.» (Doyum, 2014)
  47. 47. • «İNGED (English Language Education association), the FLE Departments of all faculties of Education should walk hand-in-hand within this arena. Conferences, seminars, even organizing such seminars by the student teachers must be awarded and supported to prepare them for the future profession.» (Köksal, 2014)
  48. 48. • Guidance can be given by extra additional classes by our university instructors. (Survey Results) • There should be helpful and practical induction or pre- service programs along with user-friendly seminars after the student starts to teach. (Öniz,2014) • "Teacher Training Seminar” in which speakers who are “expert” in the practicaI aspects of foreign language education are invited. (Doyum,2014)
  49. 49. Conclusion • Guidance at the university level would be beneficial both for the individual for the society.(Öner & Yıldıran, 1991) • Finally, with all possible professional guidance, each student will be free to make his own career decisions (Borow, 1973). • Many factors influence our choices. But;  Lack of knowledge  Lack of guidance These are the ones most prominents and easy to solve. The solution is to help and guide; Professional Guidance.
  50. 50. Special Thanks to Dr. Hayal Köksal http://www.hayalkoksal.com/blog/uploaded_images/Maritus-189-738817.JPG
  51. 51. References • Imece Circles by Dr.Hayal KÖKSAL • Borow, H. (1973). Career guidance for a new age. Houghton Mifflin Company, Boston. • Crow, L. D. & Crow, A. (1960). An introduction to guidance. Second Edition. American Book Company, New York. • Gysbers, N. C. (1973). Career guidance. Charles A. Jones Publishing Co., Ohio.
  52. 52. References • Öner, N. & Yıldıran, G. (1991). Proceedings of the symposium on guidance and career counseling at the university level. Boğaziçi University, İstanbul. • Sinick, D. (1970). Occupational information and guidance. Houghton Mifflin Company, Boston. • Willingham, W. W. (1972). Career Guidance in Secondary Education. College Entrance Examination Board, New York.
  53. 53. References • Visual images http://www.hayalkoksal.com/blog/uploaded_images/Maritus-189-738817.JPG http://www.clker.com/clipart-happy-fish-bone.html http://blessedexistence-blessed.blogspot.com.tr/2012/08/helicopter-parents-vice-of- over.html http://listelist.com/troll-consent-request-talepleri/ https://www.google.com.tr/search?q=kpss&newwindow=1&es_sm=93&source=lnms &tbm=isch&sa=X&ei=r5BwU_XGCoaoywPkzoHgAg&ved=0 http://eofdreams.com/teacher.html https://www.google.com.tr/search?newwindow=1&es_sm=93&biw=1024&bih=638&t bm=isch&sa=1&q=human+resources+workers&oq=human+resources+workers&gs _l=img.3..0i24l6. https://www.google.com.tr/search?newwindow=1&es_sm=93&biw=1024&bih=638&t bm=isch&sa=1&q=translator+person&oq=translator&gs_l=img.1.1.0l10.9106.9106. 0.

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