TL;DR: Understanding Gen Z's perspective on teaching is crucial as interest in the profession declines. While they value job security and purpose, traditional teaching lacks the flexibility and technological innovation they seek. Early exposure to teaching and flexible scheduling are potential solutions. 🎓 #GenZ #Teaching #Education 📚 With interest in the teaching profession waning and enrollment in teacher preparation programs reaching historic lows, the focus is on attracting Gen Z. They prioritize job security and purpose but find traditional teaching lacks flexibility. Early exposure and flexible scheduling could turn the tide. Key takeaway: Gen Z seeks flexibility and purpose in careers like teaching, presenting both a challenge and an opportunity for education.
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ICYMI: Check this blog written by Randi Weingarten for the American Federation of Teachers and the PIC's Neil Sullivan: https://lnkd.in/e4w_djhv It has exciting insights into how career exploration and work-based learning in high school can boost academic motivation and set students on a path to future success. Bringing education and careers together empowers students and can also fulfill employer needs!
Career-connected Learning: Beneficial for All, Essential for Some
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There are certainly important features characteristic of each learner type. It is essential for teachers to recognize and give careful consideration to these characteristics when designing lessons to teach them effectively. Children are characterized by curiosity, short attention spans, and responsiveness to engaging activities. Their career ideas are often fantasy-based (Harmer, 2001; Walklin, 2000). Adolescents are more peer-influenced and socially oriented. They can be highly engaged if properly stimulated and begin to think more seriously about careers (Harmer, 2001; Walklin, 2000). Meanwhile, Adults are typically extrinsically motivated, independent, and goal-oriented. They actively participate in professional skill development activities and prefer tailored learning experiences (Harmer, 2001). Each group requires distinct teaching approaches to effectively support their learning and personal development. Below is the summary of the learners’ characteristics features.
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