Category construction of the "professional expectations": training and labor practice choices in educational trajectories

Abstract

This article builds the professional expectations category through the integration of its theoretical and practical foundations, whose purpose is to understand college students' behavior during their educational trajectories. To structure its meaning, we analyze empirical research and theoretical contributions from philosophical, sociological, and psychological perspectives. The construct was delimited to a sense of orientation of the students' choices in the school system, leading to a conclusion that job expectations are the condensation of possible paths of professional training and labor practice that are generated during the educational trajectory.