Abstract
Vocation has been studied from perspectives such as trait-factor, differential psychology, and psychometrics. These perspectives have assumed it to be the precursor of a unique and definitive career choice, resulting from matching personal characteristics with the requirements of a job. Vocation has also been conceptualized as the product of evolutionary stages, dependent on maturational processes. However, the changing conditions of the contemporary world of work make it necessary to reconsider vocationality from a dynamic perspective that transcends the exclusively psychometric view. This article proposes an alternative approach to vocation, based on the processes of identity construction propose by cultural psychology. Thus, vocation is assumed as a process of a narrative nature, in constant formation, based on the symbolic resources with which people interact. Vocationality emerges as a historical, situated, and distributed phenomenon, marked by occupational and educational experiences, as well as by interactive experiences with significant others.
Publisher
Universidad Nacional de Colombia
Subject
General Psychology,Social Sciences (miscellaneous)
Reference88 articles.
1. Bernal de Sierra, F. Á. (1999). La psicología escolar: Cincuenta años. Revista Colombiana de Psicología, 105–111. Recuperado a partir de https://revistas.unal.edu.co/index.php/psicologia/article/view/32148
2. Billett, S. (2011). Vocational education. Springer Netherlands. https://doi.org/10.1007/978-94-007-1954-5
3. Blustein, D. L., Ali, S. R., & Flores, L. Y. (2019). Vocational Psychology: Expanding the vision and enhancing the impact. The Counseling Psychologist, 47(2), 166–221. https://doi.org/10.1177/0011000019861213
4. Bruner, J. (1990). Acts of meaning. Harvard University Press.
5. Bruner, J. (1996). The culture of education. Harvard University Press.