@article{oai:nagoya.repo.nii.ac.jp:02000187,
 author = {菊池, 美由紀 and KIKUCHI, Miyuki},
 issue = {2},
 journal = {名古屋大学大学院教育発達科学研究科紀要. 教育科学, Bulletin of the Graduate School of Education and Human Development. Educational Sciences},
 month = {Mar},
 note = {The purpose of this paper is to summarize research on career education in college, focusing on the factors that influence the content of classes, including a discussion of the achievements and challenges of career education research. From the analysis of previous studies, policy, industry requirements, and market principles were extracted as “external factors.” “Internal factors” concerns establishment, discipline, teachers’ attributes, and student ability and motivation. In addition, “graduates’ career path” was also cited as a factor affecting the content of career education classes. “External factors”, “internal factors” and “graduates’ career paths” are influenced by the hierarchy of institutions, mostly created by the assumed level of difficulty of college entrance examinations. With this focus, I would like to suggest four things in need of being addressed. First, a study is proposed in which an actual classroom is analyzed by a third person in order to clarify how the goals of the career courses are presented and what kind of classes are actually being taught. Currently, the content of the syllabus does not necessarily reflect true classroom practice. Third-person observation of classes allows for an analysis of a teachers’ unintentional actions and comments of the teachers themselves. Second, a study of teachers who teach career education classes is necessary. Differences in the attributes and expertise of teachers in charge of career courses affects the content of such classes. However, why such differences in attributes and expertise affect course content have not been fully explored. Research is necessary to better ascertain how perceptions of career education differ according to the attributes and expertise of career teachers. In addition, as various factors that affect the content of career education classes, it is necessary to clarify what kind of conflicts teachers may have. Clarifying such issues may elucidate the underlying systemic problems embedded in current career education, as well as point out what values a teacher holds that influence his or her attitude towards career education. Third, a study of students who take career course should be undertaken. What is learned from career classes, and how they evaluate it likely differs depending on the level of difficulty of the entrance examinations, but no study has empirically demonstrated these differences. It is necessary to clarify what kind of differences there are in students' class evaluations and needs based on the differences in the college level from the interviews with students. Furthermore, although colleges provide career education that correspond to a notion of the “typical” path graduates should take, not all students fit this mold. How career education can be applied to students who do not fit the typical path will also need to be considered. Fourth, a study is necessary that analyzes career education in terms of the college hierarchy. Previous studies show that college hierarchy based on college entrance exam difficulty affects “external factors,” internal factors and “graduates’ paths.” In other words, the influence of the college hierarchy regarding career education is a significant factor in need of detailed research. Up to this point, research on the relationship between career education and college hierarchy has been limited to syllabi analysis and analyses of colleges with low entrance exam difficulty. The differences between classes depending on the difficulty of the entrance exam has not been fully explored. By analyzing the content of career education classes from the perspective of college hierarchy, it is possible to make sense of the effects of market principles, student characteristics, and the career paths of graduates, which have been identified individually, as a series of interconnected factors, and to clarify that they are structurally influenced by college hierarchy. In addition, the problems of career education might be clarified, such as the correspondence between college education and occupation, as well as the counterproductive effects of it.},
 pages = {69--80},
 title = {大学のキャリア教育研究における成果と課題 : 授業内容に影響を及ぼす要因に着目して},
 volume = {67},
 year = {2021}
}