Reading as a strategy mediated by teaching and the direction of thesis: An analysis of professional identity and the construct of human development in Latin American students
DOI:
https://doi.org/10.51660/ripie62344Keywords:
lectura acadaemica , identidad profesional , desarrollo humano , dirección tesis , docencia mediadoraAbstract
This article analyzes the role of academic reading as a strategy mediated by teaching and thesis supervision in the construction of professional identity and human development among graduate students in Latin America. The sample includes 65 students from three master's programs: Education and Teaching, Healthcare Institution Administration, and Project Management. The research adopts a qualitative-descriptive approach using observation techniques, documentary analysis, and open-ended surveys. The results show that reading, when accompanied by effective pedagogical guidance, enhances critical thinking, research autonomy, and the consolidation of professional life projects.
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