Orientación educativa y formación continua del profesor universitario. Reflexiones de una experiencia en Ecuador

Autores/as

DOI:

https://doi.org/10.58763/rc2024240

Palabras clave:

asesoramiento, bienestar social, desarrollo humano, formación continua, orientación pedagógica

Resumen

En las últimas décadas, la búsqueda de sentido a las tareas del docente universitario ha llevado a considerar la trascendencia de la orientación educativa como un tipo de actividad pedagógica dirigida a satisfacer el cambio que supone preparar al docente como guía y facilitador de oportunidades de diálogo y reflexión con los estudiantes para que estos puedan comprender sus vivencias, elaborar un sentido de vida autónomo y consciente, así como una adecuada configuración de su proyecto de vida. Sin embargo, para concretar este proceso es necesario que los docentes asuman la orientación educativa como piedra angular de su labor pedagógica y didáctica. A pesar de la claridad de dicho objetivo, los antecedentes muestran las falencias históricas y presentes que actúan en su detrimento. Se implementó una investigación cualitativa basada en observación, entrevistas y grupos focales, que arrojó como principales resultados el diagnóstico del estado de la cuestión y directrices para su mejora. Estos resultados permitieron concluir que resulta necesario implementar procesos de entrenamiento a docentes, sólidamente sustentados en principios teóricos, empírico y prácticos.

Métricas

Cargando métricas ...

Citas

Alam, M. (2021). A systematic qualitative case study: questions, data collection, NVivo analysis and saturation. Qualitative Research in Organizations and Management, 16(1), 1-31. https://doi.org/10.1108/QROM-09-2019-1825

Baker, E., Zyromski, B., y Granello, D. H. (2021). School or Guidance Counselor: How the Title Influences Public Perception. Professional School Counseling, 25(1), 2156759X20981034. https://doi.org/10.1177/2156759X20981034

Black, L. (2022). Stress and depression in undergraduate students during the COVID-19 pandemic: Nursing students compared to undergraduate students in non-nursing majors. Journal of Professional Nursing, 38, 89-96. https://doi.org/10.1016/j.profnurs.2021.11.013

Bledsoe, K., Burnham, J., y Webb, A. L. (2021). A Phenomenological Study of Early Career School Counselor Clinical Supervision Experiences. Professional School Counseling, 25(1), 2156759X21997143. https://doi.org/10.1177/2156759X21997143

Bouncken, R., Qiu, Y., Sinkovics, N., y Kürsten, W. (2021). Qualitative research: extending the range with flexible pattern matching. Review of Managerial Science, 15(2), 251-273. https://doi.org/10.1007/s11846-021-00451-2

Busetto, L., Wick, W., y Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2, 1-10. https://doi.org/10.1186/s42466-020-00059-z

Campbell, K., Orr, E., Durepos, P., .. .y Jack, S. (2021). Reflexive Thematic Analysis for Applied Qualitative Health. The Qualitative Report, 26(6), 2011-2028. https://doi.org/10.46743/2160-3715/2021.5010

Chan, C., y Luk, L. (2021). Development and validation of an instrument measuring undergraduate students’ perceived holistic competencies. Assessment & Evaluation in Higher Education, 46(3), 467-482. https://doi.org/10.1080/02602938.2020.1784392

Dahir, C., Cinotti, D., y Feirsen, R. (2019). Beyond Compliance: Assessing Administrators’ Commitment to Comprehensive School Counseling. NASSP Bulletin, 103(2), 118–138. https://doi.org/10.1177/0192636519830769

Farquhar, J., Michels, N., y Robson, J. (2020). Triangulation in industrial qualitative case study research: Widening the scope. Industrial Marketing Management, 87, 160-170. https://doi.org/10.1016/j.indmarman.2020.02.001

Geesa, R., Mayes, R., Lowery, K., . . . y McDonald, K. (2022). Increasing partnerships in educational leadership and school counseling: a framework for collaborative school principal and school counselor preparation and support. International Journal of Leadership in Education, 25(6), 876-899. https://doi.org/10.1080/13603124.2020.1787525

Gilligan, M., Osterberg, L., Rider, E., . . . y Branch Jr., W. (2019). Views of institutional leaders on maintaining humanism in today’s practice. Patient Education and Counseling, 102(10), 1911-1916. https://doi.org/10.1016/j.pec.2019.04.025

Gleason, B., y Hays, D. (2019). A Phenomenological Investigation of Wellness Within Counselor Education Programs. Counselor Education and Supervision, 58(3), 177-194. https://doi.org/10.1002/ceas.12149

Hage, S., Miles, J., Lewis, J., Grzanka, P., y Goodman, L. (2020). The social justice practicum in counseling psychology training. Training and Education in Professional Psychology, 14(2), 156-166. https://doi.org/10.1037/tep0000299

Håkansson, M., Mozelius, P., Jaldemark, J., y Cleveland, M. (2024). Higher education transformation towards lifelong learning in a digital era – a scoping literature review. International Journal of Lifelong Education, 43, 1-15. https://doi.org/10.1080/02601370.2023.2279047

Hays, D. (2020). Multicultural and Social Justice Counseling Competency Research: Opportunities for Innovation. Journal of Counseling & Development, 98(3), 331-344. https://doi.org/10.1002/jcad.12327

Hennink, M., y Kaiser, B. (2022). Sample sizes for saturation in qualitative research: A systematic review of empirical tests. Social Science & Medicine, 292, 2-10. https://doi.org/10.1016/j.socscimed.2021.114523

Jobling, K., y Alberti, H. (2022). Exploring student perceptions of empathy development during medical school – A phenomenological study. Patient Education and Counseling, 105(12), 3515-3520. https://doi.org/10.1016/j.pec.2022.08.015

Kiger, M., y Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 48(8), 846-854. https://doi.org/10.1080/0142159X.2020.1755030

Kuivila, H., Mikkonen, K., Sjögren, T., … y Männistö, M. (2020). Health science student teachers' perceptions of teacher competence: A qualitative study. Nurse Education Today, 84, 104210. https://doi.org/10.1016/j.nedt.2019.104210

Lemon, L., y Hayes, J. (2020). Enhancing Trustworthiness of Qualitative Findings: Using Leximancer for Qualitative Data Analysis Triangulation. The Qualitative Report, 25(3), 604-614. https://doi.org/10.46743/2160-3715/2020.4222

Lester, J., Cho, Y., y Lochmiller, C. (2020). Learning to Do Qualitative Data Analysis: A Starting Point. Human Resource Development Review, 19(1), 94-106. https://doi.org/10.1177/1534484320903890

Lindgren, B., Lundman, B., y Graneheim, U. (2020). Abstraction and interpretation during the qualitative content analysis process. International Journal of Nursing Studies, 108, 103632. https://doi.org/10.1016/j.ijnurstu.2020.103632

Lochmiller, C. (2021). Conducting Thematic Analysis with Qualitative Data. The Qualitative Report, 26(6), 2029-2044. https://doi.org/10.46743/2160-3715/2021.5008

Matsumoto-Royo, K., Ramírez-Montoya, M., y Conget, P. (2021). Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0. Future Internet, 13(11), 1-17. https://doi.org/10.3390/fi13110292

Maxwell, D., Robinson, S., Williams, J., y Keaton, C. (2020). “A Short Story of a Lonely Guy”: A Qualitative Thematic Analysis of Involuntary Celibacy Using Reddit. Sexuality & Culture, 24, 1852-1874. https://doi.org/10.1007/s12119-020-09724-6

McLeod, J., y O’Connor, K. (2021). Ethics, archives and data sharing in qualitative research. Educational Philosophy and Theory, 21(5), 523-535. https://doi.org/10.1080/00131857.2020.1805310

Miller, A., y Orsillo, S. (2020). Values, acceptance, and belongingess in graduate school: Perspectives from underrepresented minority students. Journal of Contextual Behavioral Science, 15, 197-206. https://doi.org/10.1016/j.jcbs.2020.01.002

Mlambo, M., Silén, C., y McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20, 1-13. https://doi.org/10.1186/s12912-021-00579-2

Natow, R. (2020). The use of triangulation in qualitative studies employing elite interviews. Qualitative Research, 20(2), 160-173. https://doi.org/10.1177/1468794119830077

Navarro, M. (2021). Vocational counseling and the aspiration of achieving a university admission of students with a migratory background in The United States, Latin America, and South Europe. A systematic literature review. Educational Reflective Practices, 99-113. https://doi.org/10.3280/erp2-2021oa12118

Ormaza-Mejía, P. (2019, mayo-agosto). Educación: Orientación Vocacional y Profesional, garantía de derechos y construcción de proyectos de vida. Revista Ciencia UNEMI, 12(30), 87-102. https://doi.org/http://dx.doi.org/10.29076/issn.2528-7737vol12iss30.2019pp87-102p

Pedler, M., Willis, R., y Nieuwoudt, J. (2022). A sense of belonging at university: student retention, motivation and enjoyment. Journal of Further and Higher Education, 46(3), 397-408. https://doi.org/10.1080/0309877X.2021.1955844

Pérez, A. (2022). La orientación educativa universitaria en Cuba: situación actual en la formación no pedagógica. Revista Conrado, 18(89), 75-86. http://scielo.sld.cu/scielo.php?pid=S1990-86442022000600075&script=sci_arttext&tlng=en

Pérez, A., Echerri, D., y García, Y. (2021). Proyecto de vida como categoría de la pedagogía de la Educación Superior: aproximaciones a una teoría fundamentada. Transformación, 17(3), 411-427. http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S2077-29552021000300542&lng=es&nrm=iso&tlng=es

Pérez, A., García, Y., García, J., y Raga, L. (2023). La configuración de proyectos de vida desarrolladores: Un programa para su atención psicopedagógica. Revista Actualidades Investigativas en Educación, 23(1), 1-35. https://doi.org/10.15517/aie.v23i1.50678

Poza-Vilches, F., López-Alcarria, A., y Mazuecos-Ciarra, N. (2019). A Professional Competences’ Diagnosis in Education for Sustainability: A Case Study from the Standpoint of the Education Guidance Service (EGS) in the Spanish Context. Sustainability , 11(6), 1568. https://doi.org/10.3390/su11061568

Pratt, M., Sonenshein, S., y Feldman, M. S. (2022). Moving Beyond Templates: A Bricolage Approach to Conducting Trustworthy Qualitative Research. Organizational Research Methods, 25(2), 211-238. https://doi.org/10.1177/1094428120927466

Ridley, C., Mollen, D., y Yin, C. (2021). Multicultural Counseling Competence: A Construct in Search of Operationalization. The Counseling Psychologist, 49(4), 504-533. https://doi.org/10.1177/0011000020988110

Rojas, L. (2021). Currículo y transformaciones de la formación de comunicadores sociales en América Latina. Razón y Palabra, 25(110), 402-422. https://doi.org/10.26807/rp.v25i110.1735

Salimi, N., Gere, B., Talley, W., e Irioogbe, B. (2023). College Students Mental Health Challenges: Concerns and Considerations in the COVID-19 Pandemic. Journal of College Student Psychotherapy, 37(1), 39-51. https://doi.org/10.1080/87568225.2021.1890298

Sampson, J., Kettunen, J., y Vuorinen, R. (2020). The role of practitioners in helping persons make effective use of information and communication technology in career interventions. International Journal for Educational and Vocational Guidance , 20, 191-208. https://doi.org/10.1007/s10775-019-09399-y

Sánchez, P., Franco, X., y González, M. (2022). La orientación educativa y bienestar de los estudiantes universitarios en tiempos de covid-19. Revista Universidad y Sociedad, 14(2), 57-65. http://scielo.sld.cu/pdf/rus/v14n2/2218-3620-rus-14-02-57.pdf

Sánchez, P., Luna, H., y López, M. (2019). La tutoría en la educación superior y su integración en la actividad pedagógica del docente universitario. Conrado, 15(70), 300-305. http://scielo.sld.cu/pdf/rc/v15n70/1990-8644-rc-15-70-300.pdf

Vaterlaus, J., Shaffer, T., y Pulsipher, L. (2021). College student interpersonal and institutional relationships during the COVID-19 pandemic: A qualitative exploratory study. The Social Science Journal, 1-14. https://doi.org/10.1080/03623319.2021.1949553

Publicado

2024-01-15

Cómo citar

Sánchez Cabezas, P., Amaiquema Márquez, F. A., & Ruíz Porras, M. C. (2024). Orientación educativa y formación continua del profesor universitario. Reflexiones de una experiencia en Ecuador. Región Científica, 3(1), 2024240. https://doi.org/10.58763/rc2024240

Número

Sección

Artículo de investigación científica y tecnológica