The role of feedback from teachers in the perspective of future development of young’s career attending courses EFA and PIEF

Abstract

This paper intends to clarify how the teachers’ feedback infl uences the development of perspective for the future of young people attending professional courses of Education and Training of Adults (EFA), and an integrated programme of education and training (PIEF), in the Lisbon metropolitan area. The main goal is to understand how young people at this stage of their lives, while professional school students, perspective the choice or the decision of a professional future, through the feedback from teachers about their school results and their educational trajectories. In this study, 42 youths participated in Lisbon, of which 31 were attending professional courses EFA and 11 integrate a PIEF group. These young participants were between 13 and 19 years. The methodological plan used included, in addition to collecting socio-demographic identifi cation data, the application of a questionnaire with six issues of open response and the scale Dellas Identity Status Inventory-Occupation (DISI-O; Dellas & Jernigan, 1981, adapted by Taveira, 1986), to evaluate the development modes of construction of identity of a future career through feedback from teachers. The generality of the results at scale DISI-O dimensions, it was possible to verify that the young people show contrasting results in the statuses Foreclosure and Moratorium. These results seem to indicate that although these young people are attending a professional course, show little engagement in exploring development options and career building, and therefore have diffi culty in making safe decisions or choices, especially the younger ones.