The article examines the development of teachers' scientific capital as an important resource for shaping and maintaining educational and professional trajectories in the technical field of intellectual labour. The article aims to identify the contribution of schools and external partners to the development of teachers' scientific capital through a specialised career guidance project. Developing school career guidance in STEM requires teachers not only to utilise their own resources but also to receive the support of the professional community both within the school and beyond—from universities, industrial enterprises, and businesses. However, to date, the extent to which teachers are involved in these contacts, how exactly such relationships are built, the extent to which they are oriented toward the development of teachers themselves (and not just students), and the extent to which they influence their professional practices remain understudied. Based on L. Archer's concept of scientific capital, an analysis of teachers' social resources, attitudes, and practices in relation to their implementation of STEM career guidance is proposed. The empirical basis of the study consisted of a large-scale questionnaire survey of three groups of school teachers, supplemented by expert interviews with representatives of universities, continuing education centres, and regional projects. Teachers generally acknowledge the presence of career counsellors in their networks, feel their support, and report collaboration between schools and industrial enterprises, educational, scientific, and public organisations. However, they note that these partners' activities are more focused on student development than on teachers' academic capital. Teachers who are connected to professional networks demonstrate a more critical and reflective assessment of their own competencies, teaching practices, career guidance outcomes, and, especially, the connection between the subjects taught and everyday life and STEM professions. Expert interviews add to this picture, demonstrating the variability of relationships between schools and partners: from resource-intensive and long-term effective collaborations, including project-based activities and the development of teachers' scientific capital, to one-off formats that boil down to isolated informational events and, rather, provoke competition between schools and external organisations in the supplementary education services market. The conclusion emphasises the need to develop forms of collaboration between teachers, internal school experts, and external STEM partners that allow the former to be active participants rather than passive observers. This will enhance teachers' scientific capital and create a foundation for integrating STEM career guidance into daily teaching practices.

sociology of education, career guidance, schools, teachers, scientific capital, STEM professions, professional self-determination, social partnership, professional networks

1. Ambarova P. A., Nemirovsky M. V. New approaches to vocational guidance at school in the changing world of professions. Izvestiya UrFU. Problemy obrazovaniya, nauki i kultury, 2020: 26: 1(195): 188–199 (in Russ.). DOI: 10.15826/izv1.2020.26.1.021; EDN: ARAMUC.
2. Kasyanova T. I., Maltsev A. V., Shkurin D. V. High school students’ professional self-determination as a social problem. Obrazovanie i nauka, 2018: 7(20): 168–187 (in Russ.) DOI: 10.17853/1994-5639-2018-7-168-187; EDN: OZLWBB.
3. Kudryavtseva O. L. Career guidance in an educational organization as a condition for high-quality professional self-determination of students. Sovremennoe obrazovanie: aktualnye voprosy i innovatsii, 2024: 1(20): 1–4 (in Russ.). EDN: WTQPZY.
4. Maltsev A. V., Kasyanova T. I., Zakrevskaya O. V. Proforientations in a Modern School: a Teacher’s View. Izvestiya UrFU. Problemy obrazovaniya, nauki i kultury, 2021: 27(4): 206–218 (in Russ.). DOI: 10.15826/izv1.2021.27.4.088; EDN: HRNCSU.
5. Chernikova I. Y. Cooperation of the profile school and social partners of the region. Novoe v psihologo-pedagogicheskih issledovaniyah, 2022: 1(64): 70–76 (in Russ.) DOI: 10.51944/20722516_2022_1_70; EDN: BVXSWU.
6. Shalagina E. V., Shikhova O. N. Do Industrial Jobs Have Good Prospects? A Sociological Survey of School Students from the Ural. Vestnik KemGU. Politicheskie, sotsiologicheskie i ekonomicheskie nauki, 2024: 9(3): 371–380 (in Russ.) DOI: 0.21603/2500-3372-2024-9-3-371-380; EDN: YBTLSC.
7. Shikhova O. N., Shalagina E. V., Pryamikova E. V. New industrialization and professional plans of the young generation: From schoolchildren and students to young specialists of the industrial enterprise. Vestnik RUDN. Sociologiya, 2025: 25(3): 633–651 (in Russ.). DOI: 10.22363/2313-2272-2025-25-3-633-651; EDN: AYTSEI.
8. Shchemeleva Yu. B. Early Career Guidance as a Method of Developing the Foundations of Engineering Thinking. Obrazovanie i samorazvitie, 2020: 15(4): 127–136 (in Russ.). DOI: 10.26907/esd15.4.12; EDN: ZODCNB.
9. Archer L., Dawson E. at al. “Science Capital”: A Conceptual, Methodological, and Empirical Argument for Extending Bourdieusian Notions of Capital Beyond the Arts. Journal of Research in Science Teaching, 2015: 52(7): 922–948. DOI: 10.1002/tea.21227.
10. Archer L., Francis B. et al. Reasons for not/choosing chemistry: Why advanced level chemistry students in England do/not pursue chemistry undergraduate degrees. Journal of Research in Science Teaching, 2023: 60(5): 978–1013. DOI: 10.1002/tea.21822.
11. Gonsalves A. J., Cavalcante A. S. et al. “Anybody Can Do Science if They’re Brave Enough”: Understanding the Role of Science Capital in Science Majors’ Identity Trajectories into and Through Postsecondary Science. Journal of Research in Science Teaching, 2021: 58(8): 1117–1151. DOI: 10.1002/tea.21695.
12. Kelley T. R., Knowles J. G. et al. Increasing High School Teachers Self-Efficacy for Integrated STEM Instruction through a Collaborative Community of Practice. International Journal of STEM Education, 2020: 7(14): 2–13. DOI: 10.1186/s40594-020-00211-w.
13. Kelley T. R., Knowles J. G. A conceptual framework for integrated STEM education. International Journal of STEM Education, 2016: 3(1): 1–11. DOI:  10.1186/s40594-016-0046-z.
14. King H., Nomikou E. et al. Teachers’ Understanding and Operationalisation of ‘Science Capital’. International Journal of Science Education, 2015: 37(18): 2987–3014. DOI: 10.1080/09500693.2015.1119331.
15. Klassen S. A theoretical framework for contextual science teaching. Interchange, 2006: 37(1-2): 31–62. DOI: 10.1007/s10780-006-8399-8.
16. Kontkanen S., Koskela T. et al. Science capital as a lens for studying science aspirations – a systematic review. Studies in Science Education, 2024: 61(1): 89–115. DOI: 10.1080/03057267.2024.2388931.
17. Kudenko I., Simarro C., Pintó R. Fostering European Students’ STEM Vocational Choices. Cognitive and Affective Aspects in Science Education Research. Contributions from Science Education Research. Cham, Springer. 2017: 3: 323–338. DOI: 10.1007/978-3-319-58685-4_24.
18. Moote J., Archer L. et al. Comparing Students’ Engineering and Science Aspirations from Age 10 to 16: Investigating the Role of Gender, Ethnicity, Cultural Capital, and Attitudinal Factors. Journal of Engineering Education, 2020: 109(1): 34–51. DOI: 10.1002/jee.20302.
19. Sjaastad J. Correction to: ‘Sources of Inspiration: The role of significant persons in young people’s choice of science in higher education’. International Journal of Science Education, 2011: 34(16): 2607–2608. DOI: 10.1080/09500693.2011.617935.
20. Understanding employer engagement in education: theories and research. Ed. by A. Mann, J. Stanley, L. Archer. London, Routledge, 2014: 270.
21. Ventista O. M., Brown C. Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 2023: 8(1): 100565. DOI: 10.1016/j.ssaho.2023.100565.