The intelligence in the initial training of educational guiance. Learners perspectives

Abstract

This article is an approach to how the concept of “intelligence” is understood by university students in training to extend their career as a guidance officer, guidance counsellor or school counsellor, as well as some consequences that it implies. Understanding what intelligence means for future counsellors, and how it influences the way they understand the human being and educational processes, is essential to understand and transform counselling practices within the educational institution. For this, 195 undergraduate and postgraduate students participated. The strategies used to obtain the necessary information were group interviews and focus groups. The results obtained suggest that most of the participating students relate intelligence and biological inheritance, either directly or indirectly, but with a strong deterministic component. Most of the participating students also place themselves within the medical model of disability, opposed to a minority that is located in the competence model. In the same way, there is a direct relationship between how they understand intelligence and the type of intervention that they consider most appropriate. On the other hand, there is unanimity regarding the hierarchy of the disciplines curriculum and how some intelligences or capacities are valued over others within the school.

Keywords: Intelligence; Educational guidance; Attention to diversity; Inclusive education; Initial Training.