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Samenvatting onderwijsloopbaanbegeleiding
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ONDERWIJSLOOPBAANBEGELEIDINGInhoudstafel
Onderwijsloopbaanbegeleiding .............................................................................................................................. 1
Thema 1: wat is onderwijsloopbaanbegeleiding? ............................................................................................... 9
1.Jouw onderwijsloopbaan in kaart gebracht ................................................................................................. 9
Nabespreking ............................................................................................................................................ 10
2. Theoretische invalshoeken............................................................................................................................ 10
A.Matchingsbenadering ................................................................................................................................ 10
2 belangrijke criteria voor goede match tussen persoonsprofiel en functieprofiel .................................. 10
Kritiek ........................................................................................................................................................ 10
Evolutie ..................................................................................................................................................... 11
B.Ontwikkelingspsychologische benadering ................................................................................................. 11
Ontwikkeling van beroepenvoorkeur in fasen (L. Gottfredson, 1981) ...................................................... 11
Career adaptability (Savickas, 2005) ......................................................................................................... 13
Implicaties voor OLB ................................................................................................................................. 13
C.Besliskundige benadering .......................................................................................................................... 13
6 keuzetaken (Germeijs & Verschueren, 2006)......................................................................................... 14
Conclusie theoretisch invalshoeken .......................................................................................................... 14
3.Kader voor de praktijk .................................................................................................................................... 14
Videofragment ‘leren kiezen’ ........................................................................................................................ 15
Opdracht school ............................................................................................................................................ 15
Zorgcontinuüm en OLB ................................................................................................................................. 16
Opdracht CLB (18 april 2018) – decreet leerlingenbegeleiding .................................................................... 16
Algemene kernactiviteiten CLB ..................................................................................................................... 17
Opdracht CLB inzake OLB .............................................................................................................................. 17
3 begeleidingsinhouden binnen OLB (CLB) ................................................................................................... 17
D. Sociaal-cognitieve benadering .................................................................................................................. 18
Thema 2: diagnostiek in onderwijsloopbaanbegeleiding .................................................................................. 18
1.Van theorie naar diagnostische praktijk .................................................................................................... 18
2.Intakefase binnen HGD: casus Toon .......................................................................................................... 18
Casus Toon: brainstorm ............................................................................................................................ 18
Intakefase .................................................................................................................................................. 19
Taxonomie van problemen tijdens het keuzeproces ................................................................................ 19
Keuzeproces bevragen (intake) ................................................................................................................. 22
Beïnvloedende factoren bevragen (intake) ............................................................................................... 22
Wat na intake? .......................................................................................................................................... 23
1
, 3.Onderzoeksfase .......................................................................................................................................... 23
3.1Referentiepunten bij diagnostiek ......................................................................................................... 23
A) Comparatief ...................................................................................................................................... 24
B) Normatief .......................................................................................................................................... 24
C) N = 1 .................................................................................................................................................. 24
3.2 Instrumenten gericht op keuzeproces ................................................................................................ 25
3.3 Instrumenten gericht op persoonskenmerken (m.i.v. faire diagnostiek)............................................ 26
Intelligentietest in kader van OLB ......................................................................................................... 26
Zin en onzin van IQ-meting in het onderwijs ........................................................................................ 26
Faire diagnostiek ................................................................................................................................... 26
Een ‘must read’ voor de praktijk ........................................................................................................... 27
Meting van interesse ............................................................................................................................. 27
A. Aantal gehanteerde interessedimensies ....................................................................................... 27
B. Hantering van normscores of ruwe scores ................................................................................... 27
C. Gedwongen versus vrije keuze als antwoord ................................................................................ 28
D. Leerlinggestuurd ........................................................................................................................... 29
3.4 Bevraging van omgevingskenmerken.................................................................................................. 29
3.5 Samenhang tussen onderzoeksvariabelen en onderwijsloopbaanbegeleiding .................................. 29
4. Casus Lili: kennismaking met zelfevaluatie-instrumenten ........................................................................ 31
Persoonlijke reflectie: zelfevaluatie-instrumenten ................................................................................... 31
Casus Lili: aanmelding ............................................................................................................................... 32
Casus Lili: intake (1) ................................................................................................................................... 32
Casus Lili: intake (2) ................................................................................................................................... 32
Casus Lili: intake (3) ................................................................................................................................... 32
Casus Lili: strategiefase ............................................................................................................................. 32
Casus Lili: onderzoeksfase ......................................................................................................................... 33
I-Like Junior : Belangstellingstest ................................................................... Error! Bookmark not defined.
I-Study Junior : Vragenlijst studievaardigheden ............................................. Error! Bookmark not defined.
Gebruik ................................................................................................................ Error! Bookmark not defined.
Casus Lili: oefening op I-like junior ................................................................................................................ 34
OPLOSSING ................................................................................................................................................ 35
Gesprek Lili ............................................................................................................................................ 35
Tips bespreking resultaten I-like (junior)............................................................................................... 35
I-study ........................................................................................................................................................... 36
Thema 3: methodieken in onderwijsloopbaanbegeleiding ............................................................................... 37
3.1 Het intern kompas als houvast bij het studiekeuzeproces ..................................................................... 37
Intern kompas ........................................................................................................................................... 37
2
, Rol van intern kompas in SK-proces .......................................................................................................... 37
Kwaliteit van studiemotivatie als uiting van intern kompas ..................................................................... 38
Invloed op studiekeuzeproces................................................................................................................... 38
Invloed op studiekeuzetevredenheid ........................................................................................................ 39
Wat betekent dit voor de praktijk? ........................................................................................................... 39
3.2 Methodieken i.f.v. intern kompas ........................................................................................................... 39
3.2.1 Basishouding .................................................................................................................................... 39
3.2.2 Principes ........................................................................................................................................... 40
3.2.3 Specifieke methodieken: welke methodieken dragen bij tot het versterken van inzicht in het intern
kompas én het maken van keuzes in lijn met dat intern kompas? ........................................................... 40
Dromen ................................................................................................................................................. 40
Inspiratie en motivatie .......................................................................................................................... 41
Hollands zelfonderzoek voor beroeps- en loopbaankeuzes (HZO) ................................................... 41
Identificatiepersonen ............................................................................................................................ 41
Vrije tijd ................................................................................................................................................. 41
Talent .................................................................................................................................................... 41
Succesverhalen – instructie ................................................................................................................... 42
Succesverhalen – nabespreking ............................................................................................................ 42
Talent .................................................................................................................................................... 42
Analyse behaalde resultaten ............................................................................................................. 42
Talent .................................................................................................................................................... 43
Knopen doorhakken (beslissen) ............................................................................................................ 43
Thema 4: hoger onderwijs ................................................................................................................................ 44
Werking hoger onderwijs .............................................................................................................................. 44
Bologna ..................................................................................................................................................... 44
Bologna-decreet (2003): vertaling op europees niveau naar vlaanderen ................................................ 44
Structuur hoger onderwijs ........................................................................................................................ 45
Soorten opleidingen .................................................................................................................................. 45
Structuur hoger onderwijs ........................................................................................................................ 47
Studiekeuzeproces ........................................................................................................................................ 50
Hoe verloopt het keuzeproces voor het hoger onderwijs in de praktijk? (Germeijs & Verschueren, 2007)
................................................................................................................................................................... 50
Bestaan er verschillen tussen leerlingen in de manier waarop ze een studiekeuze maken? ................... 51
Is er een verband tussen studiekeuzetaken? ............................................................................................ 51
Wat is de rol van persoons- en omgevingskenmerken in het studiekeuzeproces? .................................. 52
Wat zijn de gevolgen van de gemaakte studiekeuze op de uitvoering ervan in het HO? ......................... 52
Implicaties voor keuzebegeleiding ............................................................................................................ 53
3
, OLB-instrumenten: hoger onderwijs ............................................................................................................. 53
Cognitieve vaardigheden........................................................................................................................... 53
Vragenlijst studiekeuzetaken (VST) ........................................................................................................... 54
I-study ....................................................................................................................................................... 55
I-prefer ...................................................................................................................................................... 55
Hollands zelfonderzoek voor beroeps- en loopbaankeuzes (HZO) ........................................................... 56
Columbus (columbus.onderwijskiezer.be) .................................................................................................... 58
Basecamp .................................................................................................................................................. 59
Wie ben ik? ................................................................................................................................................ 59
Wat kan ik?................................................................................................................................................ 60
Wat wil ik? ................................................................................................................................................. 60
Columbus .................................................................................................................................................. 60
Explorer ..................................................................................................................................................... 61
Luci (KULEUVEN) ....................................................................................................................................... 63
Simon (UGENT) .......................................................................................................................................... 63
Casus Thibo: introductie & kennismaking ..................................................................................................... 63
Leerstof thema ‘hoger onderwijs’ ............................................................................................................. 64
Deel 2 ................................................................................................................................................................ 64
Casus Tim: hoger onderwijs .............................................................................................................................. 64
Het onderwijslandschap: een toepassing ..................................................................................................... 65
Casus Tim: het diagnostisch proces .............................................................................................................. 65
Heroriëntering in het hoger onderwijs ............................................................................................................. 66
Enkele feiten ................................................................................................................................................. 66
Rollen van een onderwijsloopbaanbegeleider .............................................................................................. 66
Onderwijsloopbaangesprek bij heroriëntatie ............................................................................................... 67
1.Mismatch exploreren ............................................................................................................................. 67
2.Aanmelding ............................................................................................................................................ 68
3.Startpunt = analyse twijfel ..................................................................................................................... 69
3.Wat leert die (analyse van) twijfel jou? ................................................................................................. 70
4.Nieuwe keuze, nieuw keuzeproces? ...................................................................................................... 70
4.Keuzeproces ........................................................................................................................................... 70
Gespreksvoering aan de hand van casus Lisa ................................................................................................... 71
Rollenspel casus Lisa ..................................................................................................................................... 71
Rollenspel casus Lisa – terugkoppeling ......................................................................................................... 71
Illustratie keuzerooster: casus Lisa ................................................................................................................... 72
Stap 1. Introductie keuzerooster .................................................................................................................. 72
Stap 2. Toets af hoe het invullen overlopen is .............................................................................................. 73
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