Utilidad del contrato de aprendizaje en el prácticum por competencias

Abstract

Introduction. Within the experimentation of proposals for improvement of the Pedagogy Practicum, an innovation project is implemented that uses the learning contract as a strategy and tool for management, development and evaluation of the practicum by competencies. A study is carried out that aims to describe and understand the assessment of the usefulness and satisfaction of students with the learning contract as a strategy for their practicum process. Method. The innovative experience is analysed from a descriptive-exploratory study, with a mixed sequential methodology, where the quantitative method has preceded the qualitative one, located in the field of Pedagogy studies, over 3 academic courses. Results. The results obtained indicate that students have a medium-high assessment of the usefulness of the learning contract in the process of practicum. It should be noted that greater utility is evidenced in those indicators of dimension associated with generic-transversal competences (reflexivity, autonomy, responsibility, self-regulation), compared to those of a more specific and technical nature for development and evaluation of the practicum (giving meaning to the tutorials, giving content to the seminars, clarifying employment opportunities, facilitate the preparation of the report). Conclusions. It is concluded that the learning contract is a good strategy and tool for the management, development and evaluation of the practicum because it improves the collaboration schemes between the institutions, increases the processes of self-reflection and awareness of the achievement and development of professional competences, consolidates a culture of self-evaluation, and increases the responsibility and autonomy of the student in their training process.