Název: Educational decision making of repeatedly unsuccessful Czech vocational education and training examinees leading to passing the matura exam
Zdrojový dokument: Studia paedagogica. 2022, roč. 27, č. 4, s. [115]-140
Rozsah
[115]-140
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2022-4-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/digilib.77902
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Repeatedly unsuccessful vocational education and training (VET) examinees are educational policy actors who, through their decision making, influence not only their completion of upper secondary education but also their futures. Drawing on biographical narrative interviews with 18 Czech VET examinees who failed the Matura exam at least twice, we identified how examinees make their decisions about the Matura exam and how their individual decision-making ways differ. For our participants, we can confirm that the ways they make decisions depend on which attempt to pass the Matura exam it is, as well as on in what context and on what the repeatedly unsuccessful examinees have to decide. We concluded that repeatedly unsuccessful VET examinees perceive decision making about passing the Matura to follow the principle of free choice in the first and second attempts. Due to the influence of institutionally formed beliefs about their own academic success, it is a rather limited choice. If in the third attempt they integrate their decisions about passing the Matura exam in the context of their career development, their decision making becomes a process in which we identify several individualized steps.
Note
The text was created within project no. CZ.02.3.68/0.0/0.0/19_076/001637 7 Životní dráhy neúspěšných maturantů a maturantek [Life-course of unsuccessful upper secondary school graduates].
Reference
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[3] Arroba, T. (1977). Styles of decision making and their use: An empirical study. British Journal of Guidance and Counselling, 5(2), 149–158. https://doi.org/10.1080/03069887708258110
[4] Baker, Z. (2019). Reflexivity, structure and agency: Using reflexivity to understand Further Education students' Higher Education decision-making and choices. British Journal of Sociology of Education, 40(1), 1–16. https://doi.org/10.1080/01425692.2018.1483820
[5] Ball, S. J., Davies, J., David, M., & Reay, D. (2002). "Classification" and "judgement": Social class and the "cognitive structures" of choice of Higher Education. British Journal of Sociology of Education, 23(1), 51–72. https://doi.org/10.1080/01425690120102854
[6] Bimrose, J., & Mulvey, R. (2015). Exploring career decision-making styles across three European countries. British Journal of Guidance & Counselling, 43(3), 337–350. https://doi.org/10.1080/03069885.2015.1017803
[7] Burke, C. T. (2014). Biographical narrative interview method: Tracing graduates' futures. SAGE. https://dx.doi.org/10.4135/978144627305013510257
[8] Centre on Measurement in Education [CERMAT]. (n.d.). Maturitní zkouška : Základní informace [Matura exam: Basic information]. https://maturita.cermat.cz/menu/vzdelavani-pegagogu/zakladni-skoleni-ciskom/zakladni-informace
[9] Centre on Measurement in Education [CERMAT]. (2019). Maturitní zkouška 2013–2019: Výsledky jarního zkušebního období a po podzimním zkušebním období [Matura exam 2013–2019: Results of the spring exam period and after the autumn trial period]. https://data.cermat.cz/files/files/2019/MZ1319_vysledky_jaro_jap_final.pdf
[10] Chandra, Y., & Shang, L. (2019). Qualitative research using R: A systematic approach (1st ed.). Springer. https://doi.org/10.1007/978-981-13-3170-1
[11] Daoud, A., & Puaca, G. (2011). An organic view of students' want formation: Pragmatic rationality, habitus and reflexivity. British Journal of Sociology of Education, 32(4), 603–622. https://doi.org/10.1080/01425692.2011.578440
[12] Eurydice. (2021, March 15). Poland: Upper secondary and post-secondary non-tertiary education. https://eacea.ec.europa.eu/national-policies/eurydice/content/secondary-and-post-secondarynon-tertiary-education-37_en
[13] Federal Ministry of Education, Science and Research [BBWF]. (n.d.). Die Zentralmatura [The Central Matura]. https://www.bmbwf.gv.at/Themen/schule/schulpraxis/zentralmatura.html
[14] Gashi, V. (2018). An analysis of the state Matura exam in Kosovo [Dissertation thesis, Rochester Institute of Technology]. RIT Scholar Works. https://scholarworks.rit.edu/theses/9812
[15] Gati, I., & Asher, I. (2001). The PIC model for career decision making: Prescreening, in-depth exploration, and choice. In F. T. L. Leong, & A. Barak (Eds.), Contemporary models in vocational psychology: A volume in honor of Samuel H. Osipow (1st ed., pp. 7–54). Erlbaum.
[16] Gati, I., & Saka, N. (2001). High school students' career related decision-making difficulties. Journal of Counseling and Development, 79(3), 331–340. https://doi.org/10.1002/j.1556-6676.2001.tb01978.x
[17] Gati, I., & Tal, S. (2008). Decision-making models and career guidance. In J. A. Athanasou, & R. van Esbroeck (Eds.), International handbook of career guidance (pp. 157–185). Springer.
[18] Gati, I., Krausz, M., & Osipow, S. H. (1996). A taxonomy of difficulties in career decision making. Journal of Counseling Psychology, 43(3), 510–526. https://doi.org/10.1037/0022-0167.43.4.510
[19] Gati, I., Landman, S., Davidovitch, S., Asulin-Peretz, L., & Gadassi, R. (2010). From career decision-making styles to career decision-making profiles: A multidimensional approach. Journal of Vocational Behavior, 76(2), 277–291. https://doi.org/10.1016/j.jvb.2009.11.001
[20] Gerbovits, S. K., & Szabó, J. G. (2014). Az érettségi története az angol tanításának tükrében [The history of matura exam in reflection of teaching English]. Acta Scientiarum Socialium, 41, 73–80. https://journal.uni-mate.hu/index.php/asc/article/view/339/1065
[21] Germeijs, V., & Verschueren, K. (2006). High school students' career decision-making process: Development and validation of the study choice task inventory. Journal of Career Assessment, 14(4), 449–471. https://doi.org/10.1177/1069072706286510
[22] Gibbs, G. R. (2007). Analyzing qualitative data. SAGE. https://dx.doi.org/10.4135/9781849208574
[23] Harren, V. A. (1979). A model of career decision making for college students. Journal of Vocational Behavior, 14(2), 119–133. https://doi.org/10.1016/0001-8791(79)90065-4
[24] Hodkinson, P., & Sparkes, A. C. (1997). Careership: A sociological theory of career decision making. British Journal of Sociology of Education, 18(1), 29–44. https://doi.org/10.1080/0142569970180102
[25] Hollway, W., & Jefferson, T. (1997). Eliciting narrative through the in-depth interview. Qualitative Inquiry, 3(1), 53–70. https://doi.org/10.1177/107780049700300103
[26] Jovchelovitch, S., & Bauer, M. W. (2000). Narrative interviewing. In M. W. Bauer, & G. Gaskell (Eds.), Qualitative researching with text, image and sound: A practical handbook (1st ed., pp. 57–74). SAGE.
[27] Kleňhová, M., & Vojtěch, J. (2011). Přechod absolventů středních škol do terciárního vzdělávání [Transition of high school graduates to tertiary education]. NÚOV.
[28] Kulcsárc, V., Dobrean, A., & Gati, I. (2020). Challenges and difficulties in career decision making: Their causes, and their effects on the process and the decision. Journal of Vocational Behavior, 116(Part A), 103346. https://doi.org/10.1016/j.jvb.2019.103346
[29] Mueller, R. A. (2019). Episodic narrative interview: Capturing stories of experience with a methods fusion. International Journal of Qualitative Methods, 18, 1–11. https://doi.org/10.1177/1609406919866044
[30] National Institute for Certified Educational Measurements [NÚCEM]. (n.d.). O maturite: Základne informácie [Matura: Basic information]. https://www.nucem.sk/sk/merania/narodne-merania/maturita/o-maturite
[31] National Examinations Centre [NEC]. (n.d.). Vocational Matura: Assessment. https://www.ric.si/vocational_matura/assessment/
[32] OECD. (2018). Education at a Glance 2018: OECD Indicators. OECD Publishing. https://doi.org/10.1787/eag-2018-en
[33] Parliament of the Czech Republic. (1993). Charter of fundamental rights and freedoms. https://www.psp.cz/en/docs/laws/listina.html
[34] Perez, M. & Gati, I. (2017). Advancing in the career decision-making process: the role of coping strategies and career decision-making profiles. International Journal for Educational and Vocational Guidance, 17(3), 285–309 https://doi.org/10.1007/s10775-016-9334-x
[35] Schmidt, M. (2018). The State Matura exam in Croatia: How argumentative essay as an integral part of the Matura Higher English exam improved students' foreign language literacy. Journal of English Language and Literature, 9(1), 736–742.
[36] Sočan, G., Krebl, M., Špeh, A., & Kutin, A. (2016). Predictive validity of the Slovene Matura exam for academic achievement in humanities and social sciences. Horizons of Psychology, 25, 84–93 https://doi.org/10.20419/2016.25.449
[37] Thaçi, M. B. (2017). Are we ready to pilot a new test format for English language Matura exam? European Journal of Multidisciplinary Studies, 2(4), 88–97. https://doi.org/10.26417/ejms.v4i4.p88-97
[38] The Ministry of Education, Youth and Sports. (2004). Zákon č. 561/2004 Sb., O předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon) [Act no. 561/2004 collection of law, on pre-school, basic, secondary, tertiary professional and other education (The Education Act)]. https://www.msmt.cz/dokumenty-3/act-no-561-2004-collectionof-law-on-pre-school-basic
[39] The Ministry of Education, Youth and Sports. (2008). Zákon č. 242/2008 Sb., kterým se mění zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon), ve znění pozdějších předpisů. https://www.msmt.cz/dokumenty-3/zakon-c-242-2008-sb-a-zakon-c-243-2008-sb-kterymi-se-meni-1
[40] The Ministry of Education, Youth and Sports. (2009). Vyhláška č. 177/2009 Sb., o bližších podmínkách ukončování vzdělávání ve středních školách maturitní zkouškou [Decree No. 177/2009 Coll., On more detailed conditions for graduating from secondary schools with the Matura exam.]. https://www.msmt.cz/file/48686/
[41] The Ministry of Education, Youth and Sports. (2011). Zákon č. 472/2011 Sb., kterým se mění zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon), ve znění pozdějších předpisů [Act No. 472/2011 Coll., Amending Act No. 561/2004 Coll., On pre-school, primary, secondary, higher vocational and other education (The Education Act), as amended]. https://www.msmt.cz/dokumenty-3/novela-c-472-2011
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[43] The Ministry of Education, Youth and Sports. (2012). Vyhláška č. 371/2012 Sb., kterou se mění vyhláška č. 177/2009 Sb., o bližších podmínkách ukončování vzdělávání ve středních školách maturitní zkouškou, ve znění pozdějších předpisů [Amendment to Act No. 82/2015 Coll. on pre-school, primary, secondary, higher vocational and other education (The Education Act)]. https://www.msmt.cz/dokumenty-3/novela-skolskeho-zakona-a-novela-vyhlasky-c-177-2009-sb-2
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[45] The Ministry of Education, Youth and Sports. (2017). Zákon č. 101/2017 Sb., zákon, kterým se mění zákon č. 561/2004 Sb., o předškolním, základním, středním, vyšším odborném a jiném vzdělávání (školský zákon), ve znění pozdějších předpisů [Act No. 101/2017 Coll., Act amending Act No. 561/2004 Coll., On pre-school, primary, secondary, higher vocational and other education (The Education Act), as amended]. https://www.msmt.cz/dokumenty-3/novela-skolskehozakona-c-472-2011-sb-vyklady-a-informace
[46] The Ministry of Education, Youth and Sports. (2018). Vyhláška č. 232/2018 Sb., kterou se mění vyhláška č. 177/2009 Sb., o bližších podmínkách ukončování vzdělávání ve středních školách maturitní zkouškou, ve znění pozdějších předpisů [Decree No. 232/2018 Coll., Amending Decree No. 177/2009 Coll., On more detailed conditions for completing education in secondary schools by the Matura examination, as amended]. https://www.msmt.cz/file/48688/
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