Exploration of Knowledge Beliefs and Attitudes of Pre-Service Teachers on Careers Education

Abstract

As the knowledge-based economy has emerged, there has been a significant emphasis on the education system specifically with a focus on improving teacher education. An important aspect in pre-service teacher (PST) education and training is the preparation of teachers to incorporate career related learning and education within the classroom. With this practice, students at school level can initiate the process of learning about the careers and acquire the skills necessary for the advancement in academic and occupational pursuits. Research on teacher education is also vital in contributing to the envisioned transformation of Pakistan through a knowledge-based economy. Quality education and research-driven initiatives in teacher education ensure that teachers are equipped with the necessary knowledge and skills to foster innovation and sustainable growth in Pakistan. Therefore, the present study aimed to explore preparedness of pre-service teachers to deliver career education within classrooms and the impact of B.Ed. training in bringing the change in per-service teacher’s knowledge, beliefs and attitudes about careers education. An exploratory qualitative research study was conducted by employing a semi-structured interview approach for data collection. The sample for this research was selected using a purposive sampling technique. A total 15 pre-service teachers of 7th and 8th semester from two public universities of Islamabad participated in the study. Reflexive thematic analysis was conducted to explore the data. Findings indicated five major themes, namely pre-service teachers’ knowledge about careers education, pre service teachers’ beliefs about careers education, B.Ed. training for career guidance, suggestions for training reforms and challenges in implementation of careers education. According to the findings, while most pre-service teachers have a positive perception and perceived efficacy towards career education, there is a need for deeper-rooted knowledge for understanding career paths and knowledge about the current trends. It also highlights varied beliefs of pre-service teachers about their approach to career education implementation. Furthermore, the study identified areas in the current B.Ed. training program that require refinement to better prepare Preservice teachers. Study also highlighted pre-service teachers need for administration’s support in careers education implementation, effective teacher training with experiential learning, engaging pedagogical methods for teaching, inclusion of career education training for successful integration of career education in educational institutions.