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8 3 Asian Journal of Education
2007, Vol. 8, No. 3, pp. 223-245.
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173-193. .
(1963). ; Havighurst, R. J. (1952). Developmental tasks and education.
.
, , , , (2004). .
.
Department of Education and Skills(2003). Careers education and guidance in England: A
national framework.
Ginzberg, E., Ginsburg, S. A., Axelrad, S., & Herma, J. L.(1951). Occupational choice: An
approach to a general theory. New York: Columbia University Press.
Ginzberg, E., Ginsburg, S. W., Axelard, S., Herma, J. L.(1951). Occupational choices: An approach
to a general theory. NY : Columbia University Press.
Hache, L. Redekopp, D.E., & Jarvis, P.S.(2000). Blueprint for life/work designs.
http://www.blueprint4life.ca.
Haines, C., Scott, K., & Lincoln, R.(2003). Australian Blueprint for Career Development [Draft
Prototype]. Miles Morgan Australis. http://www.milesmorgan.com.au/blueprint.html.
Haines, C., Scott, K., & Lincoln, R.(2003). Australian Blueprint for Career Development [Draft
Prototype]. Miles Morgan Australis. p. 33.
Havighurst, R. J.(1952). Developmental tasks and education. NY: Longmans.
Havighurst, R. J.(1964). Youth in exploration and man emergent. In H. Borow(EDs), Man in a
world of work(pp. 215-236). Boston: Houghton Mifflin.
Herring, R. D.(1998). Career counseling in schools: Multicultural and Developmental
Perspectives. ACA.
Hoffman, L. R., & McDaniels, C.(1991). Career development in the elementary schools: A
244 8 3 ________________________________________________________________________________________________________________________________
perspective for the 1990s. Elementary School Guidance and Counseling, 25, 163-171.
Hummel, D.L., & McDaniels, C(1982). Unlock your child's potential. Washington, DC: Acropolis.
Miller, J. V.(1984). Career development programs and practices in schools. In N. C. Gysbers &
Associates(EDs.), Designing careers(pp. 443-457). San Francisco: Jossey-Bass.
Miller, M. J., & Stanford, J. T.(1987). Early occupational restriction: An examination of
elementary school children's expression of vocational preferences. Journal of
employment counseling, 24, 115-121.
Guidelines: Trainer's manual. Washington, D. C.: National Occupational Informational
Coordinating Committee.
Paisley, P. O., & Hubbard, G. T.(1994). From developmental school counseling programs: From
theory to practice. ACA.
Sternberg, R. J.(1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge
University Press.
Super, D. E.(1953). A theory of vocational development. American psychologists, 8, 185-190.
Super, D. E.(1980). A life-span, life-space, approach to career development. Journal of
Vocational Behavior, 25, 30-44.
* 2007 6 15 / 1 2007 7 31 / 2 2007 9 8 / 3 2007 9 23
* : . (1995~1999, 2003~2004), (1999~2001), (2001~2002) , . ' ', ' ', ' ' .
* e-mail: [email protected]
* : . (1989~1990), (1993~2001.8), (2001.9~2007.3) , . ' ', ' ' .
* e-mail: [email protected]
Career Developmental Tasks
1)Kim, In-Kyu*Lim, Eun-mi**
This study is to explore the implicit knowledge about career developmental tasks which
Korean people have according to academic stages of youths. 30 subjects participated in pilot
study. 255 subjects participated in this study. Through the pilot study, the important career
developmental tasks were itemized for lower and higher grade of elementary school students,
middle school students, and high school students. From these items, the career developmental
tasks questionnaire was made. The results were as follows : the number of developmental
tasks increased as the developmental stages go higher, that is 20 items for lower graders of
elementary school, for higher graders of elementary school, 23 items for middle school students,
and 27 items for high school students. The domain of career developmental task were
self-understanding related to career, career exploration, and decision making, ability
development, performing everyday tasks, interpersonal relationship, and character development.
The number of important developmental tasks(4 or more score) increased as the developmental
stages go higher, that is 6 items for lower graders of elementary school, 9 items for higher
graders of elementary school, 14 items for middle school students, and 10 items for high school
students. The meaning of major results and the suggestions for youth counseling were discussed.
Key words: implicit knowledge, career developmental tasks, developmental stage
* Jeonju University, Department of counseling(Assistant Professor)
** Chonbuk National University, Department of education(Assistant Professor)
Abstract
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8 3 Asian Journal of Education
2007, Vol. 8, No. 3, pp. 223-245.
224 8 3 ________________________________________________________________________________________________________________________________
.
, ,
.
.
, ,
(, 1963).
.
, Super(1953) (growth; -14 15),
(exploratory; 15-24), (establishment; 25-44), (maintenance; 45-64),
(decline; 65 ) ,
. (crystallization, 14-18), (specification,
18-21), (implementation, 21-24),
(stabilization, 24-25), (consolidation, 35+) (Super,
1980).
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Development)(Haines, Scott, & Lincoln, 2003) , 11 19
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(Department of Education
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* 2007 6 15 / 1 2007 7 31 / 2 2007 9 8 / 3 2007 9 23
* : . (1995~1999, 2003~2004), (1999~2001), (2001~2002) , . ' ', ' ', ' ' .
* e-mail: [email protected]
* : . (1989~1990), (1993~2001.8), (2001.9~2007.3) , . ' ', ' ' .
* e-mail: [email protected]
Career Developmental Tasks
1)Kim, In-Kyu*Lim, Eun-mi**
This study is to explore the implicit knowledge about career developmental tasks which
Korean people have according to academic stages of youths. 30 subjects participated in pilot
study. 255 subjects participated in this study. Through the pilot study, the important career
developmental tasks were itemized for lower and higher grade of elementary school students,
middle school students, and high school students. From these items, the career developmental
tasks questionnaire was made. The results were as follows : the number of developmental
tasks increased as the developmental stages go higher, that is 20 items for lower graders of
elementary school, for higher graders of elementary school, 23 items for middle school students,
and 27 items for high school students. The domain of career developmental task were
self-understanding related to career, career exploration, and decision making, ability
development, performing everyday tasks, interpersonal relationship, and character development.
The number of important developmental tasks(4 or more score) increased as the developmental
stages go higher, that is 6 items for lower graders of elementary school, 9 items for higher
graders of elementary school, 14 items for middle school students, and 10 items for high school
students. The meaning of major results and the suggestions for youth counseling were discussed.
Key words: implicit knowledge, career developmental tasks, developmental stage
* Jeonju University, Department of counseling(Assistant Professor)
** Chonbuk National University, Department of education(Assistant Professor)
Abstract