The role of the Psychology students participation in practice stages for the development of their professional identity
The authors analyze the meanings that 34 students enrolled in first to sixth semester of the Psychology degree expressed about this discipline after their participation in diverse professional contexts: research laboratories, psychological care centers and educational and health institutions in conn...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/38844 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Practice communities Students’ experience Professional identity Training to practice Educación superior Comunidades de práctica Experiencia de los estudiantes Identidad profesional Formación en la práctica |
| Sumario: | The authors analyze the meanings that 34 students enrolled in first to sixth semester of the Psychology degree expressed about this discipline after their participation in diverse professional contexts: research laboratories, psychological care centers and educational and health institutions in connection with their participation in the extracurricular program “Formative contexts” (“Escenarios formativos”) carried out at the UNAM’s Faculty of Psychology between 2010 and 2011. The analysis of self-reports revealed diverse meanings about the discipline and about the characteristics that a psychologist should have with regard to the professional ethos that underlies the scientific and professional spaces. The recognition of the action stages could also be related to the early definition of professional projects. The authors discuss the role of tutors and the training mechanisms for the evaluation of experience, and also the importance of this kind of programs for the early involvement of students to the working life and for the construction of their professional identity. |
|---|