Publicación: Aportaciones de los documentos reflexivos en la evolución de la identidad profesional del alumnado en prácticas
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2024
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info:eu-repo/semantics/openAccess
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La formación de profesionales críticos y comprometidos con los nuevos escenarios sociales y profesionales es considerada, actualmente, una temática relevante para la innovación en contextos universitarios. Existe una amplia investigación que subraya la importancia de planificar elementos formativos que inviten a la reflexión durante el periodo de formación práctica del alumnado; ligado a una supervisión personalizada, que implique el desarrollo de actividades reflexivas. Se destaca así la relevancia de instrumentos biográficos-narrativos, como la autobiografía y el diario de prácticas, utilizados en el Grado en Educación Social de la Universidad Nacional de Educación a Distancia (UNED, España). En este contexto, se presenta una investigación centrada en identificar marcadores influyentes en la evolución de la identidad profesional del alumnado durante las prácticas externas, y establecer el grado de significación que tienen los dos instrumentos en el proceso. Método: Se plantea una investigación cualitativa, desde un paradigma interpretativo de corte biográfico, aplicando y supervisando los instrumentos de forma continua y dialéctica a una muestra de 272 estudiantes. Resultados: Se identifican una serie de marcadores de identidad profesional de los que parten los estudiantes. Destacando, entre otros, las experiencias previas y acontecimientos críticos y la interacción didáctica y dialógica con el tutor profesional. Todos ellos evidencian el avance que se produce en la evolución de la identidad profesional del alumnado en prácticas a través de la auto/co-reflexión. Conclusión: Se confirma que la técnica biográfica-narrativa es pertinente en la formación inicial del alumnado, incidiendo en la construcción y desarrollo de una identidad profesional de corte reflexivo.
The training of professionals who are critical and committed to the new social and professional scenarios is currently considered a relevant topic for innovation in university contexts. There is extensive research that underlines the importance of planning training elements that invite reflection during the period of practical training of students; linked to personalized supervision, which implies the development of reflective activities. Thus, the relevance of biographical-narrative instruments, such as the autobiography and the internship diary, used in the Degree in Social Education at the National University of Distance Education (UNED, Spain) is highlighted. In this context, an investigation is proposed focused on identifying influential markers in the evolution of the professional identity of the students during external practices, and establishing the degree of significance that the two instruments have in the process. Method: A qualitative investigation is proposed, from an interpretative paradigm of a biographical nature, applying and supervising the instruments in a continuous and dialectical way to a sample of 272 students. Results: A series of professional identity markers from which the students start are identified. Highlighting, among others, previous experiences and critical events and didactic and dialogical interaction with the professional tutor. All of them show the progress that occurs in the evolution of the professional identity of the students in practices through self/co-reflection. Conclusion: It is confirmed that the biographical-narrative technique is pertinent in the initial training of students, influencing the construction and development of a reflective professional identity.
The training of professionals who are critical and committed to the new social and professional scenarios is currently considered a relevant topic for innovation in university contexts. There is extensive research that underlines the importance of planning training elements that invite reflection during the period of practical training of students; linked to personalized supervision, which implies the development of reflective activities. Thus, the relevance of biographical-narrative instruments, such as the autobiography and the internship diary, used in the Degree in Social Education at the National University of Distance Education (UNED, Spain) is highlighted. In this context, an investigation is proposed focused on identifying influential markers in the evolution of the professional identity of the students during external practices, and establishing the degree of significance that the two instruments have in the process. Method: A qualitative investigation is proposed, from an interpretative paradigm of a biographical nature, applying and supervising the instruments in a continuous and dialectical way to a sample of 272 students. Results: A series of professional identity markers from which the students start are identified. Highlighting, among others, previous experiences and critical events and didactic and dialogical interaction with the professional tutor. All of them show the progress that occurs in the evolution of the professional identity of the students in practices through self/co-reflection. Conclusion: It is confirmed that the biographical-narrative technique is pertinent in the initial training of students, influencing the construction and development of a reflective professional identity.
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Categorías UNESCO
Palabras clave
formación universitaria, prácticas formativas, reflexión, identidad profesional, documentos reflexivos, university education, training practices, reflection, professional identity, reflective documents
Citación
Susana María García Vargas Ana María Martín Cuadrado Raúl González Fernández, 2024. Aportaciones de los documentos reflexivos en la evolución de la identidad profesional del alumnado en prácticas. AtoZ: novas práticas em informação e conhecimento. http://dx.doi.org/10.5380/atoz.v13i0.91264
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Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales