Boundary objects in the practicum as mechanisms for changing educational contexts
DOI:
https://doi.org/10.24310/rep.10.2.2025.22065Keywords:
Practicum, Boundary object, Dialogical Self Theory, Personal narratives, Monological and dialogical positionsAbstract
In the context of higher education, external internships represent a transitional phase toward professional integration. This study analyzes this period through the conceptual frameworks of boundary objects and the dialogical self, aiming to identify mechanisms of self-understanding and personal meaning-making. Based on student narratives, it distinguishes between monological positions—focused on emotions and career opportunities—and dialogical positions, which emphasize the importance of interpersonal relationships in personal and professional development. It also identifies elements related to tutoring as opportunities for pedagogical improvement. The findings offer a conceptual and analytical framework to recognize common practices and guide their enhancement. Overall, the practicum is conceived as a boundary object that supports processes of reflection, identity construction, and contextual change within the educational transition to professional life.
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Copyright (c) 2025 Tomás Peralta Palazón, Maria Jose Rubio-Hurtado, Elena Barberá-Gregori , Cristina Galván Fernández (Autor/a)
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