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La educación precisa profesionales cualificados para adaptarse a los retos del momento. Pero también necesita personas comprometidas y motivadas, que encuentren sentido y realización en lo que hacen. A nivel internacional preocupa la desmotivación y abandono de muchos estudiantes y docentes noveles. Los objetivos pretenden ampliar la comprensión del proceso de construcción de la identidad docente en sus inicios. Se ha realizado una investigación cualitativa con dos fases: a) el análisis temático de los relatos sobre identidad profesional de futuros maestros en formación inicial con experiencias formativas/orientadoras diferentes; y b) un estudio de caso durante el desarrollo de un programa de orientación vocacional con portafolio profesional. En los resultados destaca el grupo participante en un programa de orientación con portafolio profesional. Quienes han trabajado con el portafolio de orientación son conscientes del proceso de fortalecimiento de su identidad profesional. Analizan las asignaturas desde una perspectiva competencial y asumen retos dirigidos a satisfacer sus proyectos vitales. Definen más referentes para su identidad profesional y valoran las experiencias de aprendizaje en la facultad. El resto de estudiantes sitúan el desarrollo de la identidad profesional en tiempo futuro y no integran el aprendizaje con el perfil personal y profesional. No obstante, de todos ellos, los que han participado en procesos formativos de carácter competencial/reflexivo muestran rasgos de identidad profesional emergentes y describen más referencias para su desarrollo. Las conclusiones apuntan a la necesidad de que los estudiantes asuman un rol activo de autoría respecto a su identidad profesional desde su entrada en la facultad. El acompañamiento es la clave, facilitado por instrumentos pedagógicos como el ePortafolio o similares.

Awareness of emotional experiences, vicarious learning and values, in relation to teaching profession, had emerged as a core of interest in previous research. This case study aims to activate awareness of future teachers in several ways. It is about developing critical reasoning about learning from a complexity perspective: (a) training the ability to contextualize learning with their personal beliefs and values, (b) improving strategies to transfer it, and (c) accompanying construction of professional judgment. The intervention is carried out during two academic years with students of Teaching Degrees in Saragossa (Spain). Learning goals and evaluation are maintained, but teacher-student and peer communication styles are modified. The key to the new methodology is to strengthen the personal and professional narrative in coherence with the subjects. It is a priority that students feel synergies between what they learn, their vicarious knowledge, their emotional memory and the vocation for teaching. After each semester, discussion groups have been held, obtaining 14 hours of video recording, with the oral narrative data of 215 students divided into groups of 5. Three emerging categories have been obtained (professional vision, professional development and appreciation of teaching action), and nine subcategories have been defined on a second phase of the analysis. During university education, there are memorable teachers who motivate action and career leadership, others who go unnoticed, and some who perform a negative influence. The reason is, first, in the unconscious inference of their pedagogical models; and second, in the feelings that have emerged during the time shared with them.

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

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.