An integrated framework of pedagogical approaches as a foundation for professional practices in the Industrial Engineering program
Article Sidebar
Main Article Content
Abstract
The article analyzed the integration of pedagogical approaches applicable to professional practices in the industrial engineering career. These practices, conceived as a bridge between academia and the working environment, demand educational strategies that enhance vocational skills and improve students' job insertion. The objective is to present a systematic review of the main pedagogical approaches linked to competency development in professional practices in the Industrial Engineering program. A qualitative inductive approach based on content analysis was used. The Atlas.ti-25 software was used to analyze the qualitative data, a tool that helped identify recurrences and relationships, in addition to the theoretical methods of analysis-synthesis and induction-deduction; and documentary analysis as an empirical method. The results highlighted that reflection and mentoring are essential components for the success of professional practices and that the main competency enhanced by the implementation of these approaches is critical thinking. The approaches are based on theories such as Pragmatism, Cognitive Constructivism, and Sociocultural Constructivism; these demonstrate a high degree of interrelation, favoring their integration into a coherent strategy. Furthermore, challenges that must be addressed were identified, such as the length of the professional practice and the need for competent tutors in the reflective practice process. It was concluded that an eclectic pedagogical strategy is viable, given that the theoretical foundations are congruent and there is a strong connection between its components.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
References
Ali, C. (2023). Exploration of the ability of preservice mathematics teachers using Kolb's experiential learning theory & learning styles. Indonesian Journal of Science and Mathematics Education, 6(1), 11-25. https://doi.org/10.24042/ijsme.v5i2.10440
Atlas.ti. (22 de diciembre de 2024). ATLAS.ti 24 Window User Manual. https://manuals.atlasti.com/Win/en/manual/Networks/NetworksWorkingWith.html
Ausubel, D. (2002). Adquisición y retención del conocimiento. Una perspectiva cognitiva. Paidós.
Barrows, H., & Tamblyn, R. (1980). Problem-based learning. An approach to medical education. Springer Publishing Co.
Bay, J. (2020). Beyond Situated Learning: Rethinking Internship Theory and Practice in the Distributed Workplace. Purdue University, 13-27. http://doi.org/10.37514/TPC-B.2020.1121.2.01
Campos, L., Castilho, I., Fernandes, É., Saad, R., & Machado, M. (2020). Competency-Based Education in Medical Internship: Integrative Review. Journal of Education and Training Studies, 8(7). https://doi.org/10.11114/jets.v8i7.4863
Castro-Martín, B., & Silva-Lorente, I. (2022). Aprendizaje basado en problemas (ABP) e interdisciplinariedad como ejes para el desarrollo profesional. Aula de Encuentro, 24(1), 77-101. http://doi.org/10.17561/ae.v24n1.6773
Dirección de Educación Superior. (1992). Normas Académicas de Educación Superior de Honduras. https://des.unah.edu.hn/repositorio/normativa
Dewey, J. (1989). Como pensamos. Nueva exposición de la relación entre pensamiento y proceso educativo. Paidós Ibérica.
Escoja, L. Mamani, G., & Terrazas, Y. (2023). Entornos Formativos y Formación Profesional de Internos de Bioquímica en el Hospital Santa Bárbara. Ciencia Tecnología e Innovación 21, 35-46. https://doi.org/10.56469/rcti.v21i27.883
Figueroa, M. (2020). El aprendizaje basado en investigación como alternativa didáctica del proceso de aprendizaje enseñanza en el derecho: Una experiencia extracurricular en desarrollo. Revista pedagogía universitaria y didáctica del derecho, 7(1), 237-259. https://doi.org/10.5354/0719-5885.2020.54858
Flores, J., (2024). Transformaciones en la educación: la sinergia entre nuevas metodologías pedagógicas y tecnologías emergentes en la educación. Reincisol, 3(6), 5048-5066. https://doi.org/10.59282/reincisol.V3(6)5048-5066
Herdoiza, D., Valladares, M., Calderón, J., & Faggioni, P., (2024). Transformación educativa: integración de enfoques pedagógicos innovadores y tecnologías emergentes en los procesos de enseñanza aprendizaje. Reincisol, 3(6), 6001-6024. https://doi.org/10.59282/reincisol.V3(6)6001-6024
Hernández-Sampieri, R., & Mendoza, C. (2018) Metodología de la Investigación. Las rutas cuantitativa, cualitativa y mixta. Mcgraw-Hill Interamericana Editores.
Jimarkon, P., Shahverdi, M., Dikilitaº, K., & Husebø, D. (19-22 septiembre de 2022). Dimensions of multidisciplinary engagement beyond the classroom in challenge-based learning. 50th Annual Conference SEFI. Barcelona, España. http://dx.doi.org/10.5821/conference-9788412322262.1318
Kolb, D. (2015). Aprendizaje experiencial. Experiencia como fuente de aprendizaje y desarrollo. Pearson Education, Inc.
Kodele, T., & Mesl, N. (2024). Reflexive Practice Learning as the Potential to Become a Competent Future Practitioner, Center for Educational Policy Studies Journal, 14(2), 63-84. https://doi.org/10.26529/cepsj.1445
Lave, J., & Wenger, E. (2008). Situates learning. Legitimate peripheral participation. Cambridge University Press.
Leles, A., Zaina, L., & Cardoso, J. (2024). Challenge-Based Learning for Competency Development in Engineering Education, a Prisma-Based Systematic Literature Review. IEEE Transactions on education, 67(5). https://doi.org/10.1109/TE.2024.3417908
Li, F., Fan, S., Wang, Y. (2022). Mobile assisted language learning in Chinese higher education context: a systematic review from the perspective of the situated learning theory. Education and Information Technologies, 279, 9665-9688. https://doi.org/10.1007/s10639-022-11025-4
Membrillo-Hernández, J., Ramírez-Cadena, M., Martínez-Acosta, M., Cruz-Gómez, E., Muñoz- Díaz, E., & Elizalde, H. (2019). Challenge based learning: the importance of world- leading companies as training partners. International Journal on Interactive Design and Manufacturing (IJIDeM), 13, 1103-1113. https://doi.org/10.1109/EDUCON60312.2024.10578760
Niemi, J. (2023). Learning Critical Thinking During Nursing Studies - A Literature Review Based on Kolb's Experiential Learning. Laurea University of Applied Sciences. https://www.theseus.fi/bitstream/handle/10024/794761/Niemi_Jannika.pdf?sequence=2
Nissim, Y., & Danial Saad, A. The Resilient Teacher: Unveiling the Positive Impact of the Collaborative Practicum Model on Novice Teachers. Education Sciences, 13, 1162. https://doi.org/10.3390/educsci13111162
Railsback, J. (2002). Project-Based Instruction: Creating excitement for learning. ERIC
Ribeiro, C., Balbino, C., de Oliveira, D., de Oliveira, R., & Loureiro, L. (2024). Integrating Ausubel's meaningful learning and Kolb's realistic simulation in medication preparation: a reflection article. Contribuciones a las Ciencias Sociales, 17(1), 3917-3934. https://doi.org/10.55905/revconv.17n.1-232
Rossetti, G. (2023). Applying Kolb's experiential learning theory to an event management course: practical guidelines for educators. Event Management, 27, 1025-1040. https://doi.org/10.3727/152599523X16896548396752
Ruiz, F., & Estrada, R. (2021). Revisión Bibliográfica: La Metodología del Aprendizaje basado en la Investigación. Ciencia Latina Revista Científica Multidisciplinar, 5(1),1079-1083. https://doi.org/10.37811/cl_rcm.v5i1.312
Polly, D., & Byker, E. (2020). Considering the Role of Zone of Proximal Development and Constructivism in Supporting Teachers' TPACK and Effective Use of Technology. Revista de Educación a Distancia, 64(20). 30-09. https://doi.org/10.6018/red.408661
Schunk, D. (2012). Teorías del aprendizaje. Una perspectiva educativa. Pearson Educación.
Schön, D. (1992). La formación de profesionales reflexivos. Paidós.
Sistermans, I. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacifc Education Review, 21, 683-696. https://link.springer.com/article/10.1007/s12564-020-09658-6
Tsybulsky, D., & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers' competencies. Disciplinary and Interdisciplinary Science Education Research, 3(9), 7-12. https://doi.org/10.1186/s43031-021-00037-8
Vygotski, L. (2009). El desarrollo de los procesos psicológicos superiores (3 ª ed.). Crítica.
Zabalza, M. (2016). El Prácticum y las prácticas externas en la formación universitaria. Revista Prácticum, 1(1), 1-23. https://revistas.uma.es/index.php/iop/issue/view/605
