Publicación: Percepción de profesionales de la orientación sobre la formación recibida en el modelo construyendo mi carrera profesional
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2024-12-23
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info:eu-repo/semantics/openAccess
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UNED Universidad Nacional de Educación a Distancia (España)
Resumen
En un contexto laboral en adaptación constante, los/as profesionales de la orientación sociolaboral de personas adultas tienen el enorme reto de contar con recursos y estrategias que les permitan responder a las demandas actuales, así como satisfacer las relativas a las de la propia carrera profesional en un contexto de aprendizaje a lo largo de la vida. Este estudio plantea conocer si la formación que reciben los/as orientadores/as en formación acerca de los procesos de construcción del desarrollo de la carrera impacta positivamente en ellos/as, y en qué medida dicha acción formativa facilita el desarrollo de las competencias de gestión de la carrera. Se aplica el ProgramaTaller Impulsa, basado en el Modelo CCP (Construyendo mi carrera profesional), integrando una metodología de carácter mixto para responder a la hipótesis de partida; aunando un diseño longitudinal (pretest-postest, cuantitativo) con un diseño cualitativo, administrado en un entorno virtual. Han participado 35 orientadores/as en formación universitaria relacionada con la orientación profesional. Los resultados, en general, indican un aumento en el desarrollo de las competencias de gestión de la carrera, concluyéndose que la formación en el Programa-Taller Impulsa, mediante el Modelo CCP, es susceptible de generar una mejora a juicio de las personas participantes. Las implicaciones principales del estudio se orientan a la importancia de la intervención formativa y orientadora, no sólo porque se auto perciben mejoras en la autogestión de la propia carrera, sino porque es esperable un impacto positivo en la sociedad desde la acción orientadora profesional que desarrollarán estos/as profesionales.
In a labor market in constant adaptation, social and career guidance practitioners working with adults face the huge challenge of having resources and strategies that allow them to respond to current demands, as well as to meet those related to their own professional careers in a lifelong learning context. This study aims to determine whether the training received by counselors in training on the processes of career development construction has a positive impact on them, and to what extent such training action facilitates the development of career management competencies. The Impulsa Program-Workshop was applied, based on the CPC Model (Building my professional career), integrating a mixed methodology to respond to the starting hypothesis; combining a longitudinal design (pretest-posttest, quantitative) with a qualitative design, administered in a virtual environment. Thirty-five career guidance counselors in university training related to career guidance participated in the study. The results, in general, indicate an increase in the development of career management competencies, concluding that training in the Impulsa Program-Workshop, through the CPC Model, is likely to generate an improvement in the opinion of the participants. The main implications of the study are oriented to the importance of the training and guidance intervention, not only because improvements are perceived in the self-management of the career itself, but also because a positive impact on society can be expected from the professional guidance action that these professionals will develop.
In a labor market in constant adaptation, social and career guidance practitioners working with adults face the huge challenge of having resources and strategies that allow them to respond to current demands, as well as to meet those related to their own professional careers in a lifelong learning context. This study aims to determine whether the training received by counselors in training on the processes of career development construction has a positive impact on them, and to what extent such training action facilitates the development of career management competencies. The Impulsa Program-Workshop was applied, based on the CPC Model (Building my professional career), integrating a mixed methodology to respond to the starting hypothesis; combining a longitudinal design (pretest-posttest, quantitative) with a qualitative design, administered in a virtual environment. Thirty-five career guidance counselors in university training related to career guidance participated in the study. The results, in general, indicate an increase in the development of career management competencies, concluding that training in the Impulsa Program-Workshop, through the CPC Model, is likely to generate an improvement in the opinion of the participants. The main implications of the study are oriented to the importance of the training and guidance intervention, not only because improvements are perceived in the self-management of the career itself, but also because a positive impact on society can be expected from the professional guidance action that these professionals will develop.
Descripción
La versión registrada de este artículo, publicado por primera vez en REOP - Revista Española de Orientación y Psicopedagogía, 35(3), 6–23, está disponible en línea en el sitio web del editor: https://doi.org/10.5944/reop.vol.35.num.3.2024.41386.
The registered version of this article, first published in REOP - Revista Española de Orientación y Psicopedagogía, 35(3), 6–23, is available online at the publisher's website: https://doi.org/10.5944 /reop.vol.35.num.3.2024.41386.
Categorías UNESCO
Palabras clave
Carrera, formación a lo largo de la vida, profesionales de la orientación, competencias de gestión de la carrera, modelo CCP, career, lifelong learning, guidance professionals, career management competencies, BPC model
Citación
Suárez Ortega, M., Sánchez-García, . M. F., Fernández-García, A., Trujillo, . J. M., Romero-García, C., & García-Ripa, M. I. (2024). Percepción de profesionales de la orientación sobre la formación recibida en el modelo construyendo mi carrera profesional (CCP). REOP - Revista Española de Orientación y Psicopedagogía, 35(3), 6–23. https://doi.org/10.5944/reop.vol.35.num.3.2024.41386
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)