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INTRODUCTION: The development of quality career guidance requires the collaborative and coordinated action of different stakeholders. On the one hand, this paper aims to explore the possibilities of collaborative research in diagnosing the situation of guidance in vocational education and training. On the other hand, it aims to show the applicability of collaborative research in the processes of co-design and co-production of proposals for innovation and improvement of guidance in VET. METHOD: For this purpose, a collaborative research approach with a single case design Type II (Yin, 2014) is used, which takes place in the Autonomous Community of Andalusia. The participants in this research were organised into 4 groups: driving group, expert panel, contrast group and research team. For the collection of information, an iterative process has been carried out through group sessions for the generation of creative ideas, inspired by the Design Thinking methodology, a contrast day and multimodal tools. The analysis process used was co-analysis, using the SWOT technique as a tool. RESULTS: Collaborative research is shown in this article as a methodology that favours the emergence of pedagogical spaces for the co-design of programmes and services within a framework of equity and social justice. DISCUSSION. The conclusions show the possibilities and richness of collaborative research in the development of spaces for dialogue where researchers, politicians and practitioners have an equal participation for the co-design of proposals to improve the provision of public services oriented towards social welfare. ; INTRODUCCIÓN: El desarrollo de una orientación profesional de calidad requiere de una actuación colaborativa y coordinada de los diferentes stakeholders. De una parte, este trabajo persigue explorar las posibilidades de la investigación colaborativa en el diagnóstico de la situación de la orientación en la Formación Profesional. Por otra parte, pretende mostrar la aplicabilidad de la investigación colaborativa en ...

En este trabajo se presentan los resultados de una investigación llevada a cabo en cinco universidades españolas sobre los perfiles docentes que demanda el EEES. Utilizando procedimientos de corte cualitativo se han obtenido en dos momentos consecutivos las percepciones de grupos de profesores sobre las principales competencias docentes necesarias para la armonización de la educación superior en la UE. El análisis de los datos indica, por una parte, la discrepancia entre los tipos de profesores actualmente existentes y los percibidos como necesarios; por otra, ha posibilitado la descripción pormenorizada de los perfiles de competencias docentes que el profesorado percibe como fundamentales para el ejercicio de las nuevas funciones que se le demandan en estos momentos. ; This paper presents the findings of a research study of professors' profiles for the European Higher Education Area (EHEA) conducted in five spanish universities. Through the application of qualitative methods of inquiry, the perceptions of several groups of university professors over the principal teaching qualifications necessary for the coordination of higher education throughout the European Union have been obtained. Data analysis indicates a significant discrepancy between actual Spanish professors and those required by EHEA. It has also made possible the detailed description of teaching competency profiles that professors believe to be fundamental for the new functions demanded of them in the present changing social and educational situation.