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...

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Detalles Bibliográficos
Autores: Rodríguez, Fabiola, Seda, Ileana
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
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spelling The role of the Psychology students participation in practice stages for the development of their professional identityEl papel de la participación de estudiantes de Psicología en escenarios de práctica en el desarrollo de su identidad profesionalRodríguez, FabiolaSeda, IleanaHigher educationPractice communitiesStudents’ experienceProfessional identityTraining to practiceEducación superiorComunidades de prácticaExperiencia de los estudiantesIdentidad profesionalFormación en la prácticaThe 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.Se analizan los significados que 34 estudiantes de primero a sexto semestre de la carrera de Psicología elaboraron sobre esta disciplina a partir de su asistencia a diversos contextos profesionales: laboratorios de investigación, centros de atención psicológica e instituciones educativas y de salud, como parte de su participación en el programa extracurricular titulado “Escenarios formativos”, realizado en la Facultad de Psicología de la UNAM entre 2010 y 2011. El análisis de auto-reportes reveló diversos significados sobre la disciplina y atributos deseables en un psicólogo, con relación al ethos profesional subyacente a los espacios científico y profesional. Reconocer los ámbitos de acción se vinculó con la definición temprana de proyectos profesionales. Se discute el papel de los tutores y los mecanismos formativos en la valoración de la experiencia, así como la relevancia de este tipo de programas en el acercamiento temprano del estudiante a la vida laboral y en la construcción de su identidad profesional.Universidad Nacional Autónoma de México2013-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtículo evaluado por paresapplication/pdfapplication/octet-streamapplication/epub+ziphttps://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/3884410.22201/iisue.24486167e.2013.140.38844Perfiles Educativos; Vol. 35 No. 140: Abril-JunioPerfiles Educativos; Vol. 35 Núm. 140: Abril-Junio2448-61670185-269810.22201/iisue.24486167e.2013.140reponame:Perfiles Educativosinstname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICOinstacron:UNAMspahttps://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/35318https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/51423https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/51424Derechos de autor 2017 Universidad Nacional Autónoma de Méxicoinfo:eu-repo/semantics/openAccessoai:ojs.pkp.sfu.ca:article/388442024-08-16T18:18:59Z
dc.title.none.fl_str_mv The role of the Psychology students participation in practice stages for the development of their professional identity
El papel de la participación de estudiantes de Psicología en escenarios de práctica en el desarrollo de su identidad profesional
title The role of the Psychology students participation in practice stages for the development of their professional identity
spellingShingle The role of the Psychology students participation in practice stages for the development of their professional identity
Rodríguez, Fabiola
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
title_short The role of the Psychology students participation in practice stages for the development of their professional identity
title_full The role of the Psychology students participation in practice stages for the development of their professional identity
title_fullStr The role of the Psychology students participation in practice stages for the development of their professional identity
title_full_unstemmed The role of the Psychology students participation in practice stages for the development of their professional identity
title_sort The role of the Psychology students participation in practice stages for the development of their professional identity
dc.creator.none.fl_str_mv Rodríguez, Fabiola
Seda, Ileana
author Rodríguez, Fabiola
author_facet Rodríguez, Fabiola
Seda, Ileana
author_role author
author2 Seda, Ileana
author2_role author
dc.subject.none.fl_str_mv 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
topic 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
description 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.
publishDate 2013
dc.date.none.fl_str_mv 2013-04-01
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo evaluado por pares
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844
10.22201/iisue.24486167e.2013.140.38844
url https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844
identifier_str_mv 10.22201/iisue.24486167e.2013.140.38844
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/35318
https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/51423
https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/38844/51424
dc.rights.none.fl_str_mv Derechos de autor 2017 Universidad Nacional Autónoma de México
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2017 Universidad Nacional Autónoma de México
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/octet-stream
application/epub+zip
dc.publisher.none.fl_str_mv Universidad Nacional Autónoma de México
publisher.none.fl_str_mv Universidad Nacional Autónoma de México
dc.source.none.fl_str_mv Perfiles Educativos; Vol. 35 No. 140: Abril-Junio
Perfiles Educativos; Vol. 35 Núm. 140: Abril-Junio
2448-6167
0185-2698
10.22201/iisue.24486167e.2013.140
reponame:Perfiles Educativos
instname:UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
instacron:UNAM
instname_str UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
instacron_str UNAM
institution UNAM
reponame_str Perfiles Educativos
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