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

2. 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

3. 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

4. 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

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

6. 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

7. STUDENT IDENTITY

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

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

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

11. Possible selves
Emerging self
Motivation

12. 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?”

13. Towards a new FRAMEWORK of practice
Career Development
Student
Curriculum
Pedagogy

14. 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

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

16. Thank you
Amanda Smidt