Educating counseling and guidance professionals from a pedagogy perspective: experiences from a Latin American undergraduate academic program

Abstract

Specialized literature shows that counseling and guidance represents an interdisciplinary profession, practiced differently in various Latin American countries. Likewise, counseling and guidance is understood as being a multicontextual and politically worthy profession that is connected to the personal, socioeconomic, cultural, and collective development of people and their countries. In this context, one of the most critical current issues that the profession is facing is related to the pedagogical issues of training counseling and guidance practitioners in undergraduate programs. This article describes the pedagogical dimensions of training programs at the University of Zulia, Venezuela.