Diagnosis of learning orientation in the training of the educational psychologist

Abstract

The aim of the article is to characterize the current state of learning orientation in the Bachelor’s degree in Education: Pedagogy-Psychology at the University of Pinar del Río, Cuba. The diagnosis was structured around five dimensions: activation of metacognitive processes, theory-practice connection and professional motivation, development of professional skills and values, management of support spaces, and promotion of a collaborative climate. The analysis revealed four patterns that outline the current state of the process: students are aware of their difficulties but lack tools to self-regulate their learning; professional motivation, although high, does not translate into autonomy; institutional support is insufficient, so students predominantly turn to their peers; and the classroom climate, while positive, is not used didactically to encourage highly demanding intellectual collaboration. It is concluded that the orientation of learning in the degree shows substantial gaps that call for a deep transformation, particularly the need to integrate metacognition as a guiding principle of the educational process.