Aportaciones de los documentos reflexivos en la evolución de la identidad profesional del alumnado en prácticas

• Autor(a) principal: García Vargas, Susana María
• Data de Publicação: 2024
• Outros Autores: Martín Cuadrado, Ana María, González Fernández, Raúl
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: AtoZ (Curitiba)
• Texto Completo: https://revistas.ufpr.br/atoz/article/view/91264
• topic: Ciencias de la Educación: Formación universitaria; Formación universitaria; Prácticas formativas; Reflexión; Identidad profesional; Documentos reflexivos.; University education; Training practices; Reflection; Professional identity; Reflective documents.

Introduction: 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.