Discourse of Full-Time Faculty Confronting Science Education Students’ Career Conflicts – Focusing on Hysteric and Analyst Discourses –

This study examined the discourse patterns of full-time faculty in science education departments of colleges of education in response to hypothetical student career conflicts, using Lacan’s discourse theory as an analytic lens. This study aimed to explore whether Lacan’s framework offers insights applicable to career education and counseling. Eight faculty members were surveyed on two hypothetical scenarios, and their responses were analyzed with attention to the elements of the hysteric and analytic discourses. The results showed that, in the case of Student A, struggling with an aptitude mismatch between science and education, responses often combined hysteric features with analyst-like counseling attitudes. In contrast, Student B, who aspired to become a scientist while majoring in science education, received more structured and conventional career guidance. These findings highlight the potential relevance of psychoanalytic perspectives in career counseling, suggesting that faculty counseling attitudes should be reframed to better support students in exploring their desires and making autonomous career choices.