An integrated framework of pedagogical approaches as a foundation for professional practices in the Industrial Engineering program.
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| Title: | An integrated framework of pedagogical approaches as a foundation for professional practices in the Industrial Engineering program. |
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| Alternate Title: | Un marco integrado de enfoques pedagógicos como fundamento de las prácticas profesionales en la carrera de Ingeniería Industrial. Uma estrutura integrada de abordagens pedagógicas como base para práticas profissionais no programa de Engenharia Industrial. |
| Authors: | Rosales Molina, Martín Eduardo1 martin.rosales@doctorado.unini.edu.mx, Velázquez Martínez, Zaily Leticia1 zaily.velazquez@unini.edu.mx |
| Source: | Mendive - Revista de Educacion. jul-sep2025, Vol. 23 Issue 3, p1-22. 22p. |
| Subject Terms: | *Reflective learning, *Critical thinking, *Occupational training, *Outcome-based education, *Teaching methods, *Interdisciplinary research, Professional practice, Industrial engineering |
| Abstract (English): | 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. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En el artículo se analizó la integración de enfoques pedagógicos aplicables a las prácticas profesionales en la carrera de Ingeniería Industrial. Estas prácticas, concebidas como un puente entre la academia y el entorno laboral, demandan estrategias educativas que potencien competencias profesionales y mejoren la inserción laboral de los estudiantes. El objetivo es presentar una revisión sistemática de los principales enfoques pedagógicos vinculados con la formación de competencias en las prácticas profesionales de la carrera de Ingeniería Industrial. Se utilizó un enfoque cualitativo inductivo basado en el análisis de contenido. Para la realización del análisis de la información cualitativa se empleó el software Atlas.ti-25, herramienta que ayudó a identificar recurrencias y relaciones, además de los métodos teóricos análisis-síntesis e inducción-deducción; y como método empírico el análisis documental. Los resultados destacaron que la reflexión y la mentoría son componentes esenciales para el éxito de las prácticas profesionales y que la principal competencia que se ve favorecida con la implementación de estos enfoques es el Pensamiento Crítico. Los enfoques se fundamentan en teorías como el Pragmatismo, la teoría Cognitiva Constructivista y el Constructivismo Sociocultural; estos evidencian una alta interrelación, favoreciendo su integración en una estrategia coherente. Asimismo, se identificaron desafíos que deben ser gestionados, como el tiempo de duración de la práctica profesional y el requerimiento de tutores competentes en el proceso de práctica reflexiva. Se concluyó que una estrategia pedagógica ecléctica es viable, dado que los fundamentos teóricos son congruentes y existe sólida recurrencia entre sus componentes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo analisa a integração de abordagens pedagógicas aplicáveis aos estágios profissionais no curso de Engenharia de Produção. Esses estágios, concebidos como uma ponte entre a academia e o mercado de trabalho, requerem estratégias educacionais que aprimorem as competências profissionais e a inserção profissional dos alunos. O objetivo é apresentar uma revisão sistemática das principais abordagens pedagógicas vinculadas ao desenvolvimento de competências em estágios profissionais no curso de Engenharia de Produção. Utilizou-se uma abordagem qualitativa indutiva baseada na análise de conteúdo. Para a análise dos dados qualitativos, utilizou-se o software Atlas.ti-25, ferramenta que auxiliou na identificação de recorrências e relações, além dos métodos teóricos de análise-síntese e indução-dedução; e a análise documental como método empírico. Os resultados destacaram que a reflexão e a mentoria são componentes essenciais para o sucesso dos estágios profissionais e que a principal competência potencializada pela implementação dessas abordagens é o Pensamento Crítico. As abordagens são baseadas em teorias como Pragmatismo, Construtivismo Cognitivo e Construtivismo Sociocultural; estas demonstram alto grau de inter-relação, favorecendo sua integração em uma estratégia coerente. Além disso, foram identificados desafios que precisam ser enfrentados, como a duração da prática profissional e a necessidade de mentores competentes no processo de prática reflexiva. Concluiu-se que uma estratégia pedagógica eclética é viável, desde que os fundamentos teóricos sejam congruentes e haja forte consistência entre seus componentes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18157696 |
