Exploring Practitioners’ Pedagogic Stances in Relation to Integrated Guidance: A Q-Method Study

Abstract

Abstract Using Q-method, this article explores how experience with integrated guidance frames practitioners’ pedagogic stances. Integrated guidance is an approach to delivering career guidance that combines face-to-face and digital approaches. Through statistical analysis of participants’ Q-sorts and qualitative interpretation of the results, we identify three groups of participants with different philosophies about integrated guidance and, consequently, different strategies and approaches to guidance. All groups recognise that blended learning pedagogy is useful in career guidance and believe that digital information, guidance tools and platforms can benefit clients in their career learning. However, there are also differences between the groups. The first group (enthusiasts) view the digital environment positively and are confident about their ability to adapt and apply emerging technologies in guidance. The second group (human connectors) prefer face-to-face approaches, especially for clients with low digital skills; they view the digital environment as potentially hostile and have concerns about their abilities to adapt to new guidance technologies. The third group (critical pragmatists) are confident in using digital technologies for guidance but believe that the digital environment can be hostile while recognising its potential as a site for their clients’ career development. These different groups are theorised and display three distinct pedagogic stances on integrated guidance.