https://doi.org/10.59132/ssd/2021/1/15-29
Povzetek
V prispevku predstavljamo terminološko zmedo v slovenskem prostoru na področju poklicne/karierne orientacije, nato pa se preusmerjamo na spremembe svetovalnega dela v osnovnih in srednjih šolah, ki so se pojavile pri prehodu na pouk na daljavo v času epidemije covida-19. V raziskavi je sodelovalo 106 svetovalnih delavcev osnovnih in 21 svetovalnih delavcev srednjih šol. V času pouka na daljavo so svetovalni delavci več časa namenili področjema učenje in poučevanje ter socialno-ekonomske stiske, manj karierni orientaciji. Aktivnosti karierne orientacije se v času pouka na daljavo niso bistveno spremenile. Med oblikami dela se je povečal obseg dela s celotnim razredom ter oblikovanje skupin na p podlagi sposobnosti posameznikov. S karierno orientacijo se v času pouka na daljavo ukvarjajo predvsem svetovalni delavci, vloga razrednika, drugih učiteljev in zunanjih izvajalcev se je zmanjšala. Odzivnost učencev in dijakov na aktivnosti karierne orientacije v času pouka na daljavo ni zadovoljiva. Glede na rezultate je smiselna evalvacija izvajanja karierne orientacije na daljavo na ravni vsake šole posebej z namenom priprave načrtov dela za področje karierne orientacije do konca šolskega leta, za naslednje šolsko leto in za morebitno ponovno izvajanje pouka na daljavo, pri čemer naj bodo v načrtih jasno opredeljene naloge svetovalnih delavcev, razrednikov, drugih učiteljev in zunanjih izvajalcev.
Abstract
Distance Education: Implementation of Career Guidance
The article presents the confusion in the use of terminology relating to career guidance in Slovenia. Changes in counselling work in primary and secondary schools caused by the transition to distance education during the Covid-19 epidemic have been investigated. There were 106 counsellors from primary schools and 21 from secondary schools that took part in the research. During distance education, counsellors devoted more of their time to teaching and tuition, and to addressing socio-economic hardships, but less to career guidance. Th e activities of counsellors in the area of career guidance services have not changed signifi cantly during distance education. Teaching practice saw an increase in whole-class teaching and the forming of groups based on pupils’ abilities, while the individual approach has diminished. Career guidance during distance education is primarily implemented by school counsellors, while the involvement of class teachers, subject teachers and external consultants has diminished. The responsiveness of primary and secondary school pupils to career guidance activities during distance education is not satisfactory. According to the results, it would be reasonable to evaluate career guidance during distance education in every school, for the purpose of preparing career guidance action plans by the end of the school year, for the next school year, and for possible distance education in the future. Th e plans should clearly outline the tasks of counselling workers, class teachers, subject teachers and external consultants.