Theory of career guidance I. - BMEGT51XX43154-91

The aim of the course is to provide interdisciplinary knowledge and develop a reflective attitude that will enable the student to help their students choose a school, choose a career, and learn about the functioning of the labor market. During the semester, the most important theories will be processed, which will help in the acquisition and professional application of terminology.

1. Is aware of the role of views that determine pedagogical practice, knows the possibilities of their formation.
2. Is familiar with the methods and techniques of developing reflective thinking and professional analysis.
3. Is familiar with the specificities of the organizational operation of institutions, the impact of organizational characteristics on the work of teachers.

1. Able to apply pedagogical competencies and competence-developing methodological culture at a high level and consciously.
2. Able to seek/find effective, creative answers to pedagogical problems arising in different contexts.
3. Able to create an environment that supports and encourages the change and improvement of pedagogical views and practices.

1. Her attitude is accepting, supportive, and patient.
2. Her credibility is rooted in her own teaching practice and work experience.
3. She considers continuous self-reflection important for her own development.

1. He is capable of professional self-reflection and self-correction in his decisions.
2. He is characterized by cooperation and responsibility in relation to his profession, field of expertise, and their representatives.
3. He is an equal partner in professional cooperation, he considers and represents the ethical issues of the given field.

Consultations and presentations, use of IT tools and techniques, independently prepared tasks.

• Bandura, A. (1986). Social Foundations of Thought and Action. A Social Cognitive Theory.
• Bordin, E. S. (1990). Psychodynamic model of career choice and satisfaction. In. Brown, D.,
• Brooks, L. (Eds.). Career choice and development. Applying contemporary theories to practice. Jossey-Bass, Bridgewater.
• Caprara G. V., Barbaranelli C. & Borgogni L. (2003). A Big Five Questionnaire magyar tesztkönyve. OS Hungary, Szeged.
• Chen, C. P. (2004). Positive compromise. A new perspective for career psychology. Australian Journal of Career Development, 13(2), p17-28.
• Csirszka, J. (1966). Pályalélektan. Gondolat Kiadó, Budapest.
• Holland, J. L. (1987). Current status of Holland's theory of careers. Another perspective. The Career Development Quarterly, 36(1), p24–30.
• Kissné Viszket, M. (2017). Narratív technikák a konstruktív pályatanácsadásban. Alkalmazott pszichológia, 17(4), p87-102.
• Kroeger, O. & Thuesen, J. M. (2017). Mások vagyunk – együtt működünk. MBTI – A 16 Myers – Briggs-féle személyiségtípus. Ursus-Libris Kiadó, Budapest.
• Lent, R. W., Brown, S. D. & Hackett, G. (2000). Contextual Supports and Barriers to Career Choice. A Social Cognitive Analysis. Journal of Counseling Psychology, 47(1), p36-49.
• Pogátsnik, M. (2014). Műszaki egyetemisták pályaválasztását meghatározó tényezők. In. Ősz, R. (szerk.). Empirikus kutatások a szakképzésben és a felsőoktatás-pedagógiában. DSGI Kiadó, Székesfehérvár, p149-162.
• Pogátsnik, M. (2016). A szakképzés trendjei az Európai Unióban. Typotop Kiadó, Budapest.
• Pogátsnik, M. (2021). A pályaorientáció elmélete és módszertana szakmai pedagógusoknak. Typotop Kiadó, Budapest.
• Szabó M., Kiss I., Herczegné Keresztúri J., Szemán D. & Czigány L. (2015). A pályatanácsadás hatékonyságának vizsgálata. Pályaorientáció rendszerének tartalmi és módszertani fejlesztése. TÁMOP 2.2.2. Forrás. http.//eletpalya.munka.hu/c/document_library/get_file?uuid=327a69bf-c97d-4549- 8d57-dd2ac8431234&groupId=10418 Letöltés. 2021.03.14.
• Szilágyi, K. (2000). Munka-pályatanácsadás mint professzió. Kollégium Kft., Budapest.
• Tóth, P. (2021). Fejezetek a mérnökpedagógiából I. Typotop Kiadó, Budapest.
• Tóth, P. (2021). Fejezetek a mérnökpedagógiából II. Typotop Kiadó, Budapest.
• Völgyesy, P. (1995). Pályaismeret. GATE, GTK, Tanárképző Intézet, Gödöllő.

The learning outcomes set out in point 2.2 are assessed based on exam performance.

Performance assessment during exam period: exam

• Részeredmény: 100

1. Active participation in class. 2. Preparation of assignments.

The exam can be retaken in accordance with the provisions of the current Study and Examination Regulations, subject to payment of the fees prescribed in the Reimbursement and Benefits Regulations.

Consulted with the Faculty Student Representative Committee, approved by the Vice Dean for Education, valid from: 02.06.2025.

The conceptual network of career guidance (career, career counseling, career interest, career knowledge, career attitude) Content theories (theories based on individual characteristics measurable with psychological tests; psychodynamic theory; value-based theories; theories based on personality typology) Process theories (theories of staged development; professional development as a series of life stages; theory of constraints and compromises) Combined content and process theories (career development as social learning; social-cognitive career theories; career development in a developmental and environmental context; career guidance as the development of needs) Constructivist approach to career choice (systemic theories of career; "career construction theory"; ecological theory)