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RESUMEN Esta investigacion introduce un proceso de orientacion profesional en los primeros cursos del Grado de Magisterio mediante el recurso del portafolio electronico. Se disena un formato de portafolio especifico para maestros en formacion inicial, desde los referentes de la orientacion para el aprendizaje a lo largo de la vida y del paradigma del cambio. El proposito es describir e interpretar, mediante un estudio de caso evaluativo, como los estudiantes construyen sus proyectos vitales y que dinamicas de acompanamiento emergen durante el trabajo de campo. Para ello, se elabora una guia y se desarrolla durante dos cursos academicos un proceso formativo y tutorial que facilite a los estudiantes la construccion de sus portafolios profesionales. El analisis cualitativo de los datos, desde categorias predeterminadas y emergentes, permite descubrir y comprender las narrativas de los estudiantes en torno a su conocimiento personal y profesional. Tambien, que significados construyen a partir de su cultura, sus expectativas y el sentido con el que se encaminan en el proceso de autodeterminacion. La relacion comunicativa entre los estudiantes y la profesora-orientadora es determinante, concluyendose que las funciones y organizacion del acompanamiento son los fundamentos de todo proceso emergente. Durante la construccion del portafolio, los estudiantes asumen un rol de profesionales en formacion, aumentan su autoestima y perciben mayor control sobre sus carreras. ABSTRACT This research introduces a process of vocational guidance in the first years of the Degree of Education through the use of electronic portfolio. It has been designed a specific portfolio for teachers in initial training, from the referents of guidance for long life learning and the paradigm shift. The purpose is to describe and construe, through an evaluative case study, how students design their life projects and the way that accompanying dynamics emerge during the fieldwork. To this end, a guide is made and a training and tutorial process is developed over two academic years, what enables students to develop their professional portfolios. The qualitative analysis of data, by default and emerging categories, lets us discover and understand the narratives of students about their personal and professional knowledge. Also, what are the meanings they construct from their culture, expectations and the sense in which they are heading in the process of self-determination. The rapport between students and the teacher-counselor is decisive, concluding that the functions and organization of support are the basis of all emergent process. Along portfolio development, students take on the role of professionals in training, increase their self-esteem and perceive control over their careers.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Construcción eficiente y sostenible de la carrera: el portafolio como recurso de orientación universitaria/Efficient and sustainable career construction: the professional portfolio as a resource at university guidance