De la Identidad académica a la identidad profesional: Autopercepción de pasantes de la carrera de Biología

Gabriela Sánchez Fabila; Roberto Moreno Colín; Alejandra Carrillo Bucio

Authors

Gabriela Sánchez Fabila Facultad de Estudios Superiores Iztacala UNAM https://orcid.org/0000-0003-0342-5402
Roberto Moreno Colín Facultad de Estudios Superiores Iztacala UNAM https://orcid.org/0000-0003-2155-1226
Alejandra Carrillo Bucio Facultad de Estudios Superiores Iztacala UNAM https://orcid.org/0000-0002-7629-5189

Keywords:

Self-perception, Identity, Profession, Interns, Biology

Abstract

The transition from academic to professional identity was analyzed among eighth-semester Biology students at the FES Iztacala, UNAM. Given that self-perception of skills and values is a critical psychopedagogical factor for entering the workforce, a qualitative and exploratory study was conducted with a sample of 38 students. Through open-ended questionnaires, six categories of self-perception were assessed: emotional, artistic, environmental, logical-mathematical, spatial, and verbal. The results highlight a high level of self-perception in the spatial and environmental areas, linked to traditional technical training, while the lowest level was recorded in the artistic area. Furthermore, a notable lexical richness was identified in the students' descriptions. The study concludes that the students possess a solid disciplinary foundation, formally integrating socio-emotional and creative skills into the curriculum, thus strengthening their professional identity.

References

ANUIES. (2020). Visión y acción 2030: Propuesta de la ANUIES para renovar la educación superior en México. Asociación Nacional de Universidades e Instituciones de Educación Superior.

ANUIES. (2021). Modelo educativo para la formación integral en la educación superior mexicana. ANUIES.

Archer, M. S. (2000). Being human: The problem of agency. Cambridge University Press.

Armstrong, T. (2025). El SQA como instrumento en la autopercepción de estudiantes de la carrera de biología. Revista Iberoamericana de Educación Superior, 16(45), 123–142. https://doi.org/10.1590/S1678-46342025000100007

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.

Bardin, L. (2013). Análisis de contenido (3.ª ed.). Ediciones Akal.

Boud, D., & Falchikov, N. (2006). Aligning assessment with learning outcomes. Assessment & Evaluation in Higher Education, 31(4), 399–413. https://doi.org/10.1080/02602930600679050

Castells, M. (2004). La era de la información: Economía, sociedad y cultura. Vol. 2. El poder de la identidad (2.ª ed.). Siglo XXI Editores.

Cole, M. F., & Beck, C. W. (2022). Developmental trajectories of student self-perception over a yearlong introductory biology sequence. CBE—Life Sciences Education, 21(3), ar46. https://doi.org/10.1187/cbe.21-12-0326

De la Garza, J. (2018). Formación integral y competencias en la educación superior. Revista Mexicana de Investigación Educativa, 23(78), 729–752.

Deming, D. J. (2017). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593–1640. https://doi.org/10.1093/qje/qjx022

Díaz-Barriga, F. (2019). Currículo y competencias: Perspectivas para la formación universitaria. Revista Iberoamericana de Educación, 80(1), 15–32.

Dubar, C. (2002). La socialización: Construcción de las identidades sociales. Siglo XXI Editores.