The theoretical part of this diploma thesis consists of four basic areas which are crucial for better understanding of profession choice difficulties and subsequently provides an introduction to the second part of the thesis - the empirical part. In the first chapter, the reader will be informed about the definition of the profession choice, its historical development, which covers a pretty wide context, in which the profession choice is being accomplished. The following chapter deals with career development theories focusing on personality, development theories targeting career and theories solely focused on social influences effecting the career development. The last two chapters deal with an adolescence period which plays the key role in the further career path of the individual. There is also a chapter describing and sorting difficulties while choosing a profession. The aim of the empirical part is to describe the development of profession choice difficulties at the end of secondary education - the period of life which is considered by many authors to be vitally important for the adolescent profession development. Hypotheses are verified by comparison of the results of the questionnaire that investigates profession choice difficulties in between third, fourth and fourth grade - directly before...

In the thesis the author attempts to focus on what value Career theories (such as turning points, planned happenstance, SCCT and PEC) may have for guidance counselors, and their clients. The author describes a number of theories, then put them to use on a number of interviews where clients describe their present career situation to guidance counselor students. The author reaches the conclusion that career theories have an important value for guidance counselors and their clients; Career theories play an important role in helping to understand the client´s behavior and history of choices. Career theories can also be used by the guidance counselor to help the client in future choices.

Denna studie syftar till att undersöka studie- och yrkesvägledares syn på sin kompetens utifrån utbildning och erfarenhet. Studien utgår från frågeställningarna om hur studie- och yrkesvägledarna ser på utbildningen vad gäller erfarenheter och kunskaper, hur deras teoretiska kunskaper tillämpas i det studie- och yrkesvägledande arbetet och hur studie- och yrkesvägledarna upplever sina kompetenser inom yrket. Studien bygger på intervjuer av åtta studie- och yrkesvägledare som är yrkesverksamma på gymnasium, högskola, vuxenutbildning och stöd/matchning. Forskningsresultatet visar att studie- och yrkesvägledare besitter en bred kompetens som kommer från både utbildning och arbetslivserfarenhet. Den mest framträdande kompetensen som studie- och yrkesvägledarna har är samtalsmetodiken och de har även en bred teoretisk grund att stå på. Samtidigt så framkommer det i studien att det råder en viss osäkerhet när det gäller kunskaper om karriärteorier. Studien visar att det finns utvecklingsmöjligheter inom studie- och yrkesvägledarproffessionen inom Sverige men även i samarbete med övriga Europa. / The aim of this study was to examine how the graduated career counselors view their competencies from education and past working experiences. The subject of investigation research question was how the career counselors view their education in terms of experiences and knowledge, in what ways their theoretical knowledge is implemented in their work and how they experience their skills in the profession. Eight career counselors were interviewed, they are professionals in high school, college, adult education and support / matching. The results show that career counselors have a broad knowledge due to both education and work experience. According to the career counselors the most prominent competence is the conversation methodology and their broad theoretical basis. At the same time, the study results show that there is a certain amount of uncertainty when it comes to knowledge of career theories. Finally, the results also show that there are opportunities within the study and career counseling profession within Sweden but also in collaboration with the rest of Europe.

Since the beginning of 2000 the media have often referred to the decrease in the number of teachers in South Africa. In the light of the discrepancy between the supply and demand of teachers, I have explored some factors that possibly contribute to the career choice of teachers. I departed from a positivist as well as an interpretevist approach. The research included the implementation of a First-year Teacher Questionnaire. Some career development theories are discussed as the theoretical grounding for the career choice of first-year teaching students. First-year teaching students generally have a positive perception of teaching, based mainly on their belief that teaching offers ample opportunities for potential-facilitation, selffulfilment, self-discovery, as well as fringe benefits. It seems that where negative perceptions existed, they were based on observable hindrances and personal issues. My research complements the Social Cognitive Career Theory and confirms the concern for the fact that a relatively small percentage African language-speaking students, especially males, choose teaching as a field of study / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2007. / Educational Psychology / unrestricted