Profesionalización de Profesores en Psicología: seguimiento de egresados de la UNLP
Abstract
Este trabajo presenta la investigación desarrollada en el marco de la carrera de Especialización en Docencia Universitaria de la Universidad Nacional de La Plata. El estudio se centró en los procesos de profesionalización de profesores en Psicología egresados de la UNLP entre los años 2003 y 2008.
Fueron objetivos de la misma:- Identificar los contextos laborales en los que se insertan, con mayor frecuencia, los profesores en Psicología egresados de la UNLP; - Delimitar las dificultades y/u obstáculos que enfrenta el profesor en psicología en su práctica profesional y las formas de abordaje y/o resolución que utiliza.;- Identificar las instancias de formación y/o capacitación elegidas por los profesores en psicología que se insertan laboralmente en el campo educativo.
El enfoque de investigación fue de corte predominantemente cualitativo y se enmarcó en los denominados “estudios de seguimiento de egresados” o de “inserción profesional”.
Se considera que el conocimiento construido puede constituir un aporte relevante a la hora de revisar y reformular la propuesta de formación de grado de los profesores en psicología en la UNLP. Asimismo conlleva a pensar, desde la propia institución formadora, respecto al diseño de propuestas de orientación para la inserción laboral/profesional de los graduados.
This work presents the research developed within the framework of the Especialización en Docencia Universitaria course at Universidad Nacional de La Plata. The study centered on the processes of professionalization of the Psychology teachers graduated between 2003 and 2008.
The aims of this work were: -To identify the work environment in which, most frequently, the Psychology teachers graduated from UNLP start their practice; -To delimit the difficulties or obstacles that Psychology teachers have to face in their practice and the way in which they deal with and solve them; -To identify the instances of education and training chosen by the Psychology teachers that start working in the education field.
The approach taken was primarily qualitative and it is framed under the “follow-up studies of graduated students” or “professional work placement”.
We consider that the knowledge constructed may offer relevant information at the time of revising and reformulating the proposals for the guidelines of the university course of studies for Psychology teachers at UNLP. As well as this, this work leads to consider the design of proposals of career counseling and appropriate accompanying devises for the professional and work placement of graduated students from the institution.
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