# data[].attributes.body
I use teaching roles and tutorial roles

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I use teaching roles, less tutorial roles, and I don´t use leadership roles.

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My role as a teacher is to guide my students in any field in the scientific world.
In addition, in schools there is an orientation department that informs and advises the students

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I use teaching roles.

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I use the role of of career informant and teach within subject. I make connections between my subjects and CEL. We don't have CEL as a separate subject of the curriculum. I would like to try pastoral support.

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I use teaching roles and tutorial roles witch my lesson.

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I´m connect my students with a teacher of my school who look for a professional woks in the same job that they want to do, and we try to spend a jorney together. It´s an amazing experience.
I would like having more information about futures careers.

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In Spanish schools there is an orientation staff, that takes care of students career counselling, taking into account their personal characteristics, their school evolution, expectations, etc.; and working collaborating with tutors of each level, teachers, families and the pupil.
From my experience, as a science teacher at secondary education, I try to show my students the broad possibilities of existing careers, giving suitable information about universitary careers and labour market. Moreover, I organise seminars whit professionals of each matter, to share their experiences with student.
In our school students have the opportunity to visit different universities and departments.
It would be interesting, in the same way, they had this approach to different job functions.

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I'm sure career informant but I'm a facilitator because I Connect my students with some friends of mine Who workin stem. I want to develop my role as delivering CEL because it 's very important to give evidence of what is studied at school.
I'd like to become more active a s senior leadership to connect CEL to the school's mission and ethos.

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Due to I'm not currently working as a teacher I will answer the questions according to Education in my country.
In Spain, as far as I know, these roles doesn't exist. We receive information about careers, we visit universities at Secondary school and we can ask questions related to our future plans; there will be always trusted adults to help you. Despite this, as I said, this roles are not assigned to a person. On the contrary, it is stated in the curriculum that every teacher should provide this type of help that a career informant and a pastoral support will provide you.
Besides, I think that only the good teachers, those who love their job and care about their pupils will do the within-subject role.
I would like that the role delivering CEL will be implanted in my country, as well as the Leading CEL and the Senior Leadership; which I consider necessary in order to support the students.

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Maria P.                In italian schools staff we have a teacher who does educational consultancy  and acts as tutor to university guidance or job market counselling. But we don't have so specific roles like CEL and Career coordinator so the whole education-enterprise system  should change in a planned  and coordinated way.

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Maria P.                In italian schools staff we have a teacher who does educational consultancy  and acts as tutor to university guidance or job market counselling. But we don't have so specific roles like CEL and Career coordinator so the whole education-enterprise system  should change in a planned  and coordinated way.

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What I do could be considered in the category of pastoral support. The students who want to go abroad for their further education come to my office to talk about the scholarship opportunities in US universities.

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I constantly have the role of career informant and tries to introduce information within subjects. I sometimes inviter professionals to come an tell about their experiences working in the Stem area of the topic.

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I play continuously the role of Career informant and introduce information within subject, always related with the several professions I have had the chance of practising or knowing by colleagues before becoming a teacher.

As pastoral support, I received usually demand from the pupils, as I use to talk a lot with them. But I have limited information regarding modern formation and profession or those which are not in the scientific or technical field.

That said, I would like to receive more formation about careers counselling, and to be able of broaden the variety of ways offered to pupils.

Eventually, I could participate in CEL in my school, if the counsellor’s equipment considered it useful.

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I work often with the projects and the results are really appreciative, but unfortunately I do not have the opportunity to organize meetings with employers. This is done by my colleagues

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I've a teaching role and I  use the curriculum to develop core employability skills.
I'd like to have a tutorial role.

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I think I most use actively tutorial roles, career informant in particular.
I use less leadership roles, because I think they are more suitable for UK schools. I'd like t exercise more "within subject" role because I'm a secondary school teacher and it seems to be more useful for my students.

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I use Career informant and Pastoral support roles. I use less, or never, Teacher roles and leadership roles because I think they are impossible to implement with my little students (Primary school). I’d like to exercise Within-subject.

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I use actively teaching roles. Currently I have no possibilities to use other ones. In the future I would gladly use tutorial roles if I get a full time job.

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I'm a primary teachers and I think that these roles are suitable for secondary school. Even though as primary teachers I try to do both: career informant and pastoral support. I try to connect subject contents to the real word and the real word to the subject. Children need help to discover that there is a strenght relation between what they learn at school and the life.

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I use pastoral support and tutorial roles, but I need to boost both of them. I would likw to use linking between curriculum and labor market

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I constantly applied Pastoral Support, because in the primary school, pupils need to trust the teacher who transmits important contents for their future.

Senior Leadership is the less used role, but I would like to take it. In my primary school, there are teachers with poor training and who are required to be expert, without understanding the importance, commitment and the preparation that requires a senior.

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I use mostly tutorial roles as I primarily teach primary. Whilst my lessons incorporate practical and "real life" applications, I would like use more in-depth teaching roles in the future.

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I use tutorial Roles in my lessons

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I most actively teaching roles and less tutorial roles.

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I use tutorial roles and teaching roles but I want to do leadership roles.

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I like pastoral support

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I also use tutorial roles in my lessons

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I use tutorial roles most of the time and teaching within-subject sometimes. Would like to use delivering DEL.

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I most actively use tutorial roles discussing my own experiences. I would like to do teaching roles more but would need more current information about careers.

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I use activelly: Tutorial roles
I use less: Teaching roles
I don''t use leadership roles

# data[].attributes.body
I use actively: Tutorial roles
I use less Teaching roles

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I try to find out the needs of as many pupils as possible and provide them with career information. I'd like to link curriculum learnings to careers and the labour market

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Tutorial and teaching roles are the main ones I do since my school is a  high school and in general the students know what they want to study.

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I do use pastoral role, since from my suject, music, it is not easy promote STEM careers, but I can oriantate the pupil in what are thir expectations, skills and so, not from an academic point of view but an emotional point of view.

For the same reasons, I dont use Career Informant Support.

Delivering CEL is the role I would like to exercise more.

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Which roles do you use actively?

I usually use pastoral support to guide my students, above all when I'm the tutor of a group in addition to this, Delivering CEL is another role that i usually use actively contributing particular CEL inputs related to subject expertise.

which do you use less and why?

the roles that I use less are: Career informant because I only use it when I’m a tutor or somebody come to ask me about it but in the near future I hope to use it more.

Are there any roles you are not doing but want to do?

to be honest, nowadays I don't use roles related to Leadership roles:

Leading CEL, as well as, Senior leadership maybe for lack of knowledge or time but I would like to include them in my teaching classes.

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I am using tutorial roles and teaching roles. Since I am a teacher in primary school, leadership roles are more rarely

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The roles I use actively are carrel information and pastoral support. I try to share my experiences, listen to them and connect the curriculum with real life.

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The roles I have used up to now are tutorial support, pastoral support, within subject and delivering CEL. I would like to organise better these activities within my work and I even think that I could use the role of leading CEL in my school. I consider CEL essential for our students and it must be increasingly present at school.

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I work with very young students, and the role I use to develop is  addressing the needs of each pupil and also linking the curriculum to careers.
The role I use less is the  encounters with employers and employees and workplaces. It is diffucult to relate school excurions to this subjects.
I would like to exercise more this encounters which can be really nutritive for younger students.

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I agree that there will be improvements in young people’s career learning if any one of these roles is implemented or enhanced; it would be very useful to develop this kind of whole-school approach to CEL but sadly italian teachers are not trained enough to act as career informants or in the delivery of career learning within their subjects.

I use actively teaching roles as I usually make connections between maths and physics and CEL and try to build employability skills through the curriculum.

I use less tutorial roles because my students are 14-16 and attend the first two years of high school: so they are not very interested in career decisions as they will start alternating school & work only from the tird year.

I’m not doing Leadership roles but I would like to act as a school’s Careers Leader.

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The roles I've been involved in during my teaching career are the tutorial roles. I've used the career informant a lot of times and pastoral support less frequently.

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The role I most use is that of the informant career, While I have no knowledge or skills to play the role of delivering CEL.

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I use personal guidance, talking in informal situations

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to help them explore what careers their learning can lead them to and to interact with businesses to provide additional career mentors

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to help them explore what careers their learning can lead them to and to interact with businesses to provide additional career mentors

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Career informant, pastoral support and within-subject are the roles I use actively. In my everyday teaching I use to be talking about STEM work related which what we are managing. Furthermore I try to take students to workplaces and to bring a STEM worker to talk to them.

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As a teacher of FP, I perform all the roles that are indicated in the document, since the studies I teach are part of Spanish education aimed at obtaining employment at the end of it.

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In my tutorial I frequently use the role of "pastoral support" and I would like to use the role "senior leadership" because it would imply reaching beyond the limits of my classroom to be present in any corner of the school.

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I try to use career informant and pastoral support because it is easier to do and I don´t feel myself enough prepared to make a deeper work in this area.

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In my class works a lot tutorial working: strong kids (but they didn't know) help weak kids in order to increase and improve her knowledge

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The roles that I use more often are career informant and pastoral support as they are easier to implement. In my school there is a person specifically involved in leadership roles but they are not always STEM career related, so soemtimes students ask me my opinion about certain careers. I would like to have time for delivering CEL.

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I use career informant, the students ask me for my experience in order to build their career.
I would like being involved in delivering specific CEL programmes

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The situation for today’s school children is so far different from those of a generation ago that it’s almost unrecognisable. Many careers now require specific education and training, which might mean that the traditional academic route of going to university, isn’t necessarily going to give young people the best chance at landing their dream job.

The roles I use actively is carrer informartion and pastoral support. The first is as a career informant, where I share my experience of making decisions about what subjects to choose, whether to go to university, and what career path to go down. The next is in the form of pastoral support, as my pupils are likely to approach with concerns or issues, some of which may relate to their career aspirations.

I would very much exercice the leading CEL, because I already work in the university.

My opition is that teachers and careers guidance professionals will  work together, combining both their theoretical and academic knowledge and expertise, to help young people learn about and explore the opportunities available to them.

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5I work in Primary education and it is very difficult that students think in their future and the best careers for them.
I try to use tutorial roles in order to provide students with a role, giving examples of the real life.
I think I use the Pastoral support more than others.
I dont use teaching roles as within subject because my pupils are very young but I would like to

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I use mainly career informant and pastoral support, but I use within-subject too; I would like make use of senior leadership for open the school at the job market and the employers.

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In my humless opinion, Pastoral support is better than carrer informant, and very related to delivering CEL. But I think that`s gona be a very difficult task and it involves a big responsability.

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The roles I actively use are tutorial roles such as career informant and pastoral support.
The roles I do not use but I would like to are leadership roles.
The role I would like to exercise more is within-subject.

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The role I use actively is acting as a facilitator and advocate for students to help them to have career conversations with other staff, parents and employers; the roles I would like to improve are  referring students in their form groups to specialist careers staff, and following up careers interviews with their tutees;

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I use actively  Career Informant. In this role
- I usually talk about decisions that I made and how I made them
- I discuss other people that I Know, their careers and how their knowledge and skills helped them in getting job.
I use less Pastoral support. I sometimes help studenys to have career conversations with other staff.
I don't use Within subject but I'd like to use it soon. I'd like to use the curriculum to develop core employability skills and I'd like to expain to pupils how can they use in the workplace the knowledge and skills developed in my subject.

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I mostly take advantage of career informant and Within subject teaching roles actively. I like to talk about their decisions to be made soon with my students and I also try to attract the attention of my students to the subject areas in which they feel themselves more confindent. I would like to try pastoral support roles through which I can handle guest speakers from any particular profession

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I use actively:
Tutorial roles-->
• talking about their career building and providing relevant examples.
• providing specific subject or occupational information for those
students who are particularly interested in pursuing a similar career.
•discussing the value of work experience and helping to debrief
students’ experiences of work.
Teaching roles-->
• explaining to pupils the progression routes open in continued learning in
their subject area.
• using the curriculum to develop core employability skills.
• providing information and advice to pupils considering taking their
subject as an option.
• explaining to pupils the relevance in the workplace of the knowledge and
skills developed in their subject.
I use less:
Teaching roles-->
• providing some CEL as part of a tutorial programme.
• arranging work-experience placements for pupils with employers relevant to their subject and visiting pupils on these placements
• referring students in their form groups to specialist careers staff, and
following up careers interviews with their tutees.
I don't use by now, but I would like to do it soon:
Leadership roles-->
In general, I haven't done too much related to these actions because I don't have enough resources, that's why I've
enrolled to this course.

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I generally use  Tutorial roles.
Regarding Teaching roles, i apply the Within-subject role. I try to develop core employability skills using the curriculum. Nevertheless I would like teachers would be more active in this role, when it comes to visiting companies and organizations, and to invite speakers from the world of science and business. This does not always depend on the teacher, but on working in a locality that propitiates it. Otherwise, the teacher must resort to articles, videos or reports to bring that reality closer to students.

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To be frankly I only use at a very low scale the pastoral support. However, I work with primary students and parents and teachers(work-collegues) do not quite understand when I talk to them about the importance of the future and the importance of observing the course of the job careers. In my town and specially in my school teachers seem only obssesed with the academic progression; they do not see foward, and tend to ignore the necessities of the students. Secondary teachers ignore completly what I advice them about this necessities and about concuselling our students. It's difficult to make them realise that the world is changing and that the classic jobs are dissapperaring.

For me it is crucial to have as much profesionals coming to school as possible. We need that our students realise of the vast possibilities that exist in the outer world. We cannot frustate them by only agreeing to their own choice. We need to recomend, guide and advice our students. They are LOST and need someone who starts their proffesional path with them until they are ready to choose for themselves.

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Being with 11-13 years old students the roles I can use are mainly the career informant and the pastoral support. In my school is almost completely absent any form of leadership roles because there is no need for us to have such specific roles: Finally I'd like to have more occasions to try the within-subject teaching role.

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Although I´m with young children,they´re nine years old, and I think these types of roles are more used in secondary school I think I´m a listener and somehow I act as pastoral support. In day to day I try to connect the curriculum with real life.

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The roles I use actively are:
- Pastoral support and Career informant. I provide the sutdents information to help them know different careers and I guide my students accordin their abilities and interests.
- Whithin-subject. I use Science to do it.

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There are three roles I normally use in my teaching, the one within-subject, of course, and then Career informant and Pastoral Support. I'd like to be able to use the Delivering CEL role, as I believe it's sometimes very necessary to let students know the different career possibilities they may have when choosing one field or another. Many times we take things for granted and believe students are capable of making decisions by themselves, when in fact they don't have a clue and there's nobody to explain them anything.

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I practise more a leadership role since I work more on a national basis rather than in the classroom. On the other-hand, I would like to have more opportunities in the future to work again directly in the classroom

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I am using pastoral role and  Within-subject. I woud like to use all the other roles.

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I generally practice the Tutorial roles (Career informant & Pastoral support) and teaching roles (Within-subject & Delivering CEL).   A good place to start is actually web site for job searching.   Students get to know what kind of jobs are in demand in the market (at least for now).    I shall practice more on the Leadership roles.

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I teach in a secondary school (ages 11-13). My role as a teacher merely recommends to the pupils one of the three following school orientations: high school of a scientific area or humanist area, or a professional technical institute. However, during the course I keep in mind these two points: Linking curriculum learning to careers and Encounters with Employers and
employees. I would like to deepen all other roles.

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I use the two roles classified as tutorial roles. Students turn to me interested in why I studied Physics and why I decided became a secondary teacher. As my brother is also physics (working in financial services) and my sister in mathematician (working at university, but in economics and collaborating with companies in harbor management) I think a play a good role as carrier informant about this tow degrees. Students also turn to me demanding advice in relation with stem carriers in general and I try to do the best. The majority of times what I do is evaluate information that the students give to me. I would like to start to play the role Within-subject. I think that making connections between my subject and the STEM jobs options related might be worthy to motivate students.

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I usually use Career informant, Pastoral care and within-subject role. I think that sometimes school is not in contact with the job market and teachers should be more prepared in leadership roles. I would like to exercise more the last mentioned because it would be very useful to improve student training and their motivation in future studies.

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I use actively is career informer. The one I use the least is CEL delivery because my students are small. The role that I do not do but that I would like to do more is Within-subject, to help improve student training.

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I usually use Career informant, pastoral support and within-subject approach. For me it's difficult having a leadership role because, at the moment, I change school every year and then I'm not a a fixed point for the students.

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The main role that teachers have in CEL is that of Career informant and Pastoral care...these are actively done throughout schooling and pupils do look up at teachers as a source of such information.  I would like to increase my collaboration more with the schools' guidance and career advising team to make this a more holistic approach.

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Notice that teachers aren't the best STEM referring, but we are good informants. We can show our experience but our words are influential, we have to be neutral.
We have to be a facilitator , a listener.

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Pastoral support and Career informant are good for primary school. I would like to exercise more Within- subject.

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Pastoral support and Career informant are good for primary school. I would like to exercise more Within- subject.

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Luminita, Romania

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As I teach courses of a more professional nature, I use with my students different approaches: Career informant and within subject. I would like to be able to explore with employers more active role than that which is currently possible in these courses. By directly involving the employers in the profiles of the students.

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I use the pastoral support.

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In tutorial work use both Career informant and Pastoral support. When I am teaching I normally use Within-subject approach within the curriculum and I like leading CEL, though I am the headmaster of a school I like to have a class to work with students

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I usualy use the ,,Pastoral support",because i am primary teacher.But i use JA site and i can make useful project.

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I use pastoral support and within-subject roles actively. I would like to take more leading CEl rol

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I'm a primary school teacher, so most of the roles mentioned above are not relevant in my job. Anyway, I think I usually use the "Pastoral support" role. I would like to exercise more the "Within-subject" role because I think that "arranging visits to relevant workplaces” or “organising a programme of visiting speakers from business” are useful and interesting for students.

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Lora    Italy                    As I said before I work in a Primary school and even if this  study is very interesting according to ather collegue I thik it’s  more targeted to secondary school. Anyway I always tray to connect the  content of my lessons to the reality so I could include “ Within- subject”. I’d like acting as career informanti it could be very useful for students and very formative for teachers. 

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Lora    Italy                    As I said before I work in a Primary school and even if this  study is very interesting according to ather collegue I thik it’s  more targeted to secondary school. Anyway I always tray to connect the  content of my lessons to the reality so I could include “ Within- subject”. I’d like acting as career informanti it could be very useful for students and very formative for teachers. 

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I usually use the “Pastoral support” role. I don’t use the “Delivering Cel” role because there isn’t a separate subject of the curriculum contributing particular CEL inputs in the Italian low secondary school. I think it’s very interesting exercise the “Within-subject” role because of  visiting several workplaces or listening different speakers from business would be very useful for students.

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As a tacher with 28 years teaching experience, students look up to me as a mother and automatically I took the role of a pastoral support. I am a point of reference when they have to choose their options as they feel they can trust me and direct students in line with their capabilities. Unfortunately, I have to find time to discuss with students and usually I try to use break time. Since I teach in a middle school where the number of students does not exceed 280 students and I am the only Science teacher, students ask questions within-subject related to their options. SInce in Malta, students are asked to choose option subjects to further their studies at level 8.

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I use career information and pastoral support

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I encourage students to develop core employability skills, a typical task that a teacher might undertake in the within-subject role.

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I use Career informant (as long as I know or have experience about what they ask me) and Pastoral support. I'm lucky because before I became a teacher, I worked as an engineer for six years.
I would like to use more the Within-subject role, especially with regard to having professionals who explain their experience.

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My work as teacher and career-coordinator consist all these roles except senior leadreship. I´d like to use career informant role in different subjects where the links between career-development and subjects are not so obvious

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I believe that I am a person quite close to my students and I share with them all my experience and I answer all the doubts they have about their later studies and the options they have in the following courses. Although I would like to be more formed in these subjects and be able to help them better. Unfortunately in my country the educational laws constantly change and sometimes the same teachers do not know how to advise the students, so I would like that at the beginning of the course, we train teachers to help our students.

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Acting as careers guides is not obligatory for teachers in my country. So, on voluntary basis and in the context of my specific lesson, I always try to illustrate every useful information. Broadly speaking, I only provide support where career aspirations are integrated into scientific subject and my activity might be considered as a pastoral support from an impartial and independent perspective. I agree to regard career counselling as a distinct subject across the school. I would like to be more involved in the project” Alternanza scuola- lavoro” that has just started in Italian secondary school. It seems an attempt to approach young people to job market “by arranging visits to relevant workplaces or by organising a program of visiting speakers from business”.

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I use both roles within-subject and delivering CEL. I think that is important to have present all roles. I would like to take the role of leading CEL.

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I use actively  tutorial roles (Career informant and pastoral support). In don´t have knowledge about teaching and leadership roles in the level I teach.  In the future, I would like do leading CEL role. Nowadays I´d like to practise more as a career informant.

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Career informant and pastoral support.

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Career informant.