Self-knowledge in university students, their training from the guidance office

Abstract

This article deals with the role of the University's Educational Guidance Office in the formation of self-knowledge, which is guided from the educational process and is part of the process of shaping the personality. From the orientation work of the cabinet, actions are proposed to stimulate its formation through different levels of complexity. From this perspective, the relationship between self-knowledge and professional learning is taken into account, and the impact of the former on the latter during the initial training of future educators. The results show that the guidance office at the university constitutes an important space in which to contribute both to the training of education professionals and to the development of their personality.