000			01710nam a22002417a 4500
003			ZW-GwMSU
005			20241019103303.0
008			241019b |||||||| |||| 00| 0 eng d
022			_a03069885
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1027.5 BRI
100	1		_aMcCash, Phil _eauthor
245	1	0	_aWe're all career researchers now : _bbreaking open career education and DOTS/ _ccreated by Phil McCash
264	1		_aLondon : _bRoutledge, _c2006
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aBritish journal of guidance and counselling _vVolume 34, number 4
520	3		_aThis paper reviews career education in the UK's statutory, further and higher education sectors, and finds that, despite considerable changes in theory, provision remains based on the traditional DOTS model of decision learning, opportunity awareness, transition learning and self-awareness. It is argued that the persistent and hegemonic status of this model has delayed the adoption of innovative theory and the development of creative new frameworks. In order to provide policy and practice with new perspectives, a critical reassessment of the DOTS model is conducted, focusing on three areas: theoretical roots; individual–environment interpenetration; and self–opportunity matching. The role of students as career researchers, illustrated by examples drawn from current career education practice, is proposed to indicate new directions for both subject specialists and careers workers.
650			_aCareer education _vDOT Models _xStudent research _zUK
856			_uhttps://doi.org/10.1080/03069880600942558
942			_2lcc _cJA
999			_c167923 _d167923