Development of personological configurations in the mode of action of students of the Special Education career

Abstract

Introduction: The article addresses the development of personological configurations in the professional performance mode in students of the Special Education career, it was aimed at offering a theoretical-methodological systematization of the development of the professional performance mode from the personological configurations: intrinsic motivation for Special Education and social commitment to the profession. Materials and methods: its main theoretical basis was the personological approach, which focuses on the structure and functioning of the personality, methods such as scientific observation, surveys and interviews were applied, which showed inadequacies, actions were developed from the components: academic, labor, investigative and extensionist. Results: The results demonstrated their relevance, since positive transformations were evident that are revealed in the professional performance mode in students of the Special Education career. Discussion: The impact or social significance of the research is that it favors the initial training process in students of the Bachelor of Education career. Special Education from the concretion of personological configurations as part of the professional performance mode, which contributes to the formation of qualitative features of coherent professional behavior. Conclusions: The research developed allowed to verify the need to carry out new scientific studies that enhance other components of the professional performance mode, through its own professional training, considering it a dynamic process of the university-society link, which allows to reaffirm the profession in which it is trained.