GROUP COUNSELLING, ROLE PERCEPTIONS, AND CAREER PLANS
AbstractYoung women enrolled in teacher education and about to enter their first teaching positions generally face a number of questions concerning their roles as teachers and their commitments to the profession. As they approach applying for their first positions, they are likely to wonder about their self-confidence and teaching skills, become dubious of their preparedness, and ponder the importance of the profession to them as persons and as women. With this as background, researchers in the McGill Faculty of Education invited selected students in their second year of the two year Diploma program to participate in group counselling sessions to discuss their present interests and concerns as well as their plans for the future. Late in 1968, counsellors attempted to help experimental subjects in small groups develop an atmosphere that would encourage them to think about and discuss their interests, concerns and aspirations. The project had two objectives. The first was to discover the major topics of interest and concern expressed by these women students in counselling groups. The second objective was to evaluate the effects of the group counselling in terms of the participants' changes in their concepts of the role of the teacher and in terms of their plans for employment and/or education after completing the program.
How to Cite
Those wishing to reproduce all or part of any material published on this website are asked to email firstname.lastname@example.org for permission and to acknowledge the McGill Journal of Education as the original source.
Authors must transfer copyright of their article to MJE. Authors may use all or parts of their work in any future publication with the article's origin in MJE acknowledged in the customary manner.
A copy of our standard form may be requested from email@example.com