The psycho-pedagogical counseling competence in Pedagogy-Psychology students

Abstract

The aim of this work was to establish the theoretical elements required to structure a pedagogical model for the formation of psycho-pedagogical counselling competence in the Pedagogy-Psychology professional in initial training. It is a necessity for the Pedagogy-Psychology career to train competent professionals, efficient in their professional performance. Theoretical methods such as analysis-synthesis were applied to interpret the information and delimit the features that typify the formation of psycho-pedagogical consultancy competence in the initial training of the Pedagogy-Psychology professional and to understand its causal links, as well as the inductive-deductive method, which made it possible to determine the essential elements of value found in the research on the subject and to arrive at generalisations as foundations and a starting point for deriving or ratifying theories for the model. Premises are proposed that constitute a synthesis of the proposed foundations and a starting point for the structuring of the training model for psycho-pedagogical counselling competence.