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    FIPOL: An initiative to support research collaborations, resource development, scientific communication, and educational opportunities in psychosocial oncology for Latin America
    (Wiley, 2022-03-18)
    Key points The goal of FIPOL (Training and Resources in Psychosocial Oncology for Latin America) is to support the development of psychosocial oncology (PO) in Latin American countries FIPOL aims to increase global awareness of academic opportunities in PO and behavioral medicine and facilitates exchanges and collaborations between Spanish‐speaking clinicians and researchers from diverse backgrounds and Spanish‐speaking countries who work in cancer and psychosocial care Professional organizations and networks such as FIPOL may contribute to the long‐term growth of PO in the region and implementation and sustainability of PO practice FIPOL works towards its goals through efforts in training, resource development, collaborative research initiatives, and communication and dissemination with collaborations of Spanish‐speaking colleagues working on cancer and psychosocial care
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    Forming and transforming: Critical reflection in the university education of professionals
    (Centro Universitario da FEI, 2024-08-12)
    In universities, a key challenge is to integrate practical work knowledge with theoretical knowledge to adapt to the changing demands of the labor market and society. In this context, the objective is to explore how the integration of theory and practice in master's programs focused on formative professions can facilitate transformative learning, enabling students to develop critical and reflective competencies applicable in both professional and personal contexts. Theoretical Framework: The research is grounded in Habermas's theory of communicative action, transformative learning, and training-action-research approaches, addressing concepts such as critical reflexivity, self-formation, and the integration of practical and theoretical experiences. Method: A qualitative methodology with an action-research design, termed training-action-research, was adopted. Twenty-five students from a master's program in education participated. Data collection involved participant observation and practice analysis, focusing on critical reflection and rational dialogue about work and training experiences. Results and Discussion: The alternation between theory and practice facilitated the development of reflective and critical competencies in the students. The study highlights implications, identified relationships, discrepancies, and limitations. Research Implications: The results can enhance teacher training, promote continuous professional development, and implement reflective and critical practices in educational and professional settings. Originality/Value: The study presents an innovative approach to professional university education, emphasizing critical reflexivity and transformative self-formation, with potential impacts on teacher training and professional practice.
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    Comunidad de práctica de los docentes de inglés en pandemia. Un estudio sobre el desarrollo profesional en un instituto de idiomas de Lima
    (Pontificia Universidad Católica del Perú, 2025-03-18)
    In a language institute in Lima, the community of practice of English teachers constitutes an essential space for collaboration and professional development. It emerges as a response to specific challenges in the educational environment, promoting the exchange of ideas and collective improvement. Participants describe the community as a space for dialogue and mutual support, with a particular emphasis on the use of educational technology during the pandemic. Its main goal is to enhance teaching practices through the exchange of practical and useful ideas. This case study, based on interviews and observations, highlights its capacity for teachers’ professional development and its adaptation to challenging circumstances. The community fosters critical thinking and the collaborative distribution of leadership, emphasizing the importance of the leader’s social experience. In summary, this community emerges as a valuable space that positively impacts teaching practice, promoting collaboration and adaptability.
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