Cognitive independence from the teaching-learning process in the Speech Therapy career

Abstract

The proposal is the result of a doctoral thesis, which provides a theoretical systematization of cognitive independence and how to implement it in the teaching-learning process in a career in the specific case of the Speech Therapy career. It was developed in the period of 2015-2022 and takes a sample of 8 professors and 22 students of this career. It was supported by theoretical methods such as documentary study and analysis and synthesis that synthetically allowed to reach generalizations that can be socialized in other careers. The results were validated through methodological triangulation, allowing to demonstrate their novelty, relevance and feasibility.