







































Education, Society and Human Studies 
ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) 

Vol. 5, No. 1, 2024 
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19 

Original Paper 

ALTERNANCE Training Strategies Implementation Project in 

Professional Technical Secondary Education 
José Manuel Salum Tomé, PhD1* 

1 Doctor in Education, Catholic University of Temuco, Chili 
* José Manuel Salum Tomé, Doctor in Education, Catholic University of Temuco, Chili 

 

Received: February 14, 2024       Accepted: February 24, 2024     Online Published: March 3, 2024 

doi:10.22158/eshs.v5n1p19                       URL: http://dx.doi.org/10.22158/eshs.v5n1p19 

 

Abstract 

Professional technical education is one of the fundamental pillars that governs the educational system, 

its strengthening is a task assumed by him Ministry of Education through the implementation of the 

National Vocational Technical Training Policy taken to the practice through National Strategy for 

Vocational Technical Training. Are multiple the challenges involved in carrying out actions to promote 

and generate instances of participation and decision-making that enable the involvement of all actors 

to articulate the educational system and the economic development.  

In this sense, the professional technical schools with nursery care specialty assume a strategic and 

predominant role in the educational sector, since the young people who attend the specialty, they put in 

practice what was learned in classrooms and workshops them allow insertion indeed in the world of 

work, access your practice professional and insert in the higher education. And in the most cases, be an 

agent of change at the family level to improve socioeconomically the reality of their homes. For this 

reason, Chile needs to have technicians in level nursery care means that allow us to address the 

challenges of your own development and its growing stake in the care system preschool, with demands 

of greater added value, dynamic and challenging. In this scenario, the alternation training will not only 

strengthen the specific technical skills specialty, but also the innovation capacity, entrepreneurship, 

work as a team, and a set of skills transversal courses that will prepare the students to perform in 

multiple areas of education. 

Keywords 

EDUCADACION TECNICA, ALTERNANCIA, COMPANY, UNIVERSITY 

 

 

 



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Introduction  

Vocational technical education is one of the fundamental pillars that governs the educational system, its 

strengthening is a task assumed by the Ministry of Education through the implementation of the National 

Vocational Technical Training Policy put into practice through the National Training Strategy 

Professional Technician. There are multiple challenges involved in carrying out actions to promote and 

generate instances of participation and decision-making that enables the involvement of all actors to 

articulate the educational system and economic development. 

In this sense, professional technical high schools with a specialty in early childhood care assume a 

strategic and predominant role in the educational sector, since the young people who study the specialty 

put into practice what they have learned in classrooms and workshops, allowing them to be effectively 

inserted in the world of work, access their professional practice and enter higher education. And, in most 

cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. 

For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the 

challenges of its own development and its growing participation in the preschool care system, with 

demands of greater added value, dynamic and challenging. In this scenario, alternation training will not 

only strengthen the specific technical skills of the specialty, but also the capacity for innovation, 

entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in 

multiple areas of education. 

Thus, this training by alternation type Internships in IES, as a learning modality, brings students early 

to the labor field in activities with boys and girls under 6 years of age (pre-school stage in its three 

levels of attention), allowing put into practice the knowledge, skills, abilities and aptitudes that are 

being acquired both in technical training and in the general plan and that, given the pandemic and 

distance education, have been strongly affected. (1) National Vocational Technical Training Strategy, 

2020. (2) REX 1080/2020: Alternation training strategy. 

The advantage of internship training allows students to learn, interact and develop in a higher-level 

educational context with professors and student mentors of higher-level technicians, acquiring skills for 

their professional training and for the transition to higher education and Laboral future. 

In this way, we present an alternation plan, aimed at 4th grade students, first semester, focusing on 

module 7 of the preschool care specialty “Literary and Theatrical Expression with Toddlers”, with 

its respective learning objective: LO 1: “Carry out and evaluate educational activities with preschoolers 

of different levels, creating pedagogical environments appropriate to their needs and their cognitive, 

emotional, social and psychomotor development, in accordance with the Curriculum Bases of Early 

Childhood Education and the guidelines and instruments received from the educators”, expected 

learning and evaluation criteria linked to the experiences that the students will experience. These 

curricular components will be addressed in a total of 16 pedagogical hours distributed over 4 

face-to-face days at the Pontificia Universidad Católica, Villarrica headquarters. The name of the 



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alternation experience designed by the PUC is “Explore, experiment and create, strengthening tools 

of artistic expression for early childhood”. 

Participating directly and in person in the activities at the higher education institution will allow the 

students, together with the tutor teacher, to take ownership of the contents and see their comprehensive 

training complemented. On the other hand, this strategy allows them to apply the techniques and skills 

proposed by the specialty program to comply with the graduation profile; In addition, to establish an 

early relationship with higher education, with the purpose of strengthening knowledge and technical 

skills by generating learning experiences that favor the development of language, creativity, emotional 

bonding through the expression of emotions and feelings of the students. boys and girls in their 

different stages of development. 

To this end, the proposed program encourages students to delve into 2 expected learnings 

corresponding to LO 1, plus all the collateral benefits (Hidden Curriculum) of being present and 

interacting with the higher education institution. Thus, you will be able to: 

Offer comprehensive pedagogical opportunities to promote literature with relevant resources for boys 

and girls under six years of age, applying methodology according to the characteristics of the children. 

toddlers, according to criteria agreed with the educator or the educator and pedagogical principles. 

Offer pedagogical experiences that favor the expression creative children, applying theatrical 

techniques according to the interests and artistic possibilities of boys and girls under six years of age 

and implementing the pedagogical principles in an environment that protects hygiene and security. 

The above is essential for the professional training of students in the theatrical and literary area, creating 

simple dramatizations and learning to use different resources to represent artistic expressions, in order to 

offer pedagogical environments that favor the comprehensive development of preschoolers in the field of 

literature and theatrical expression. 

The Monseñor Guillermo Hartl Educational Complex has as institutional seals: 

• Educational training based on Christian-Catholic values, open and dialogue that recognizes 

diversity, in harmony with the family and the community. 

• Comprehensive and Inclusive Education, in which various educational practices are promoted 

for the development of students, ensuring contextualized, meaningful learning experiences that favor 

integration, access, permanence and participation. 

• Active and Innovative Training, through the implementation of methodological strategies that 

favor the educational trajectory, based on innovation and contextualized curricular management. 

• With values such as respect, solidarity and autonomy. 

From the above and in accordance with the educational policy, the establishment puts its work and 

resources in pursuit of effective, innovative learning that achieves significance for the life projects of the 

students. 



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Finally, this teaching strategy provides opportunities for the student to develop and perfect their 

knowledge and technical skills, in such a way that it will allow them to be better prepared, since they will 

have more experience and more elements for making vocational decisions about their career employment 

and/or to continue studies in higher education. 

Finally, this internship at IES has a workshop-type methodology, where the students are the protagonists, 

based on different learning methods, such as: 

• The contents will be taught in this context, among the activities to be carried out, the following: 

• Interactive presentations by the teacher (spaces for comments, questions and answers). 

• Theoretical - practical classes with the support of audiovisual resources. 

• Demonstrations and role plays. 

• Workshops for the development of body expression. 

• Representation and simulation exercises. 

• Workshops for making theatrical resources: scripts, sets, makeup, costumes. 

 

Methodology 

The curricular analysis of the Modules of the Specialty has to enable the selection of Learning 

Objectives, both Generic and Specialty, which will be addressed in the Lyceum and which in the 

alternation institution, considering the number of hours corresponding to the Module. 

Repeat the following table according to with the number of modules Specialty defined for alternation 

strategy. (A table must be prepared for each Module ordered by course). 

 

COURSE Fourth year  

MODULE NAME Literal and theatrical expression with toddlers NUMBER OF HOURS 228 hrs. 

  

LEARNING OBJECTIVE 

( extracted of the study program ) 

 

EXPECTED LEARNING 

( extracted of the study 

program ) NOTE: You can 

trigger new evaluation criteria 

_ 

EVALUATION CRITERIA 

( extracted of the study program ) 

NOTE: You can trigger new evaluation 

criteria _ 

 

Generic Objective 

( extracted of the study 

program ; point out only 

the letter) 

ANNUAL HOURS 

INSTITUTION LYCEUM 

Perform and evaluate educational 

activities with preschoolers of 

different levels, creating 

pedagogical environments 

appropriate to their needs and 

1. Offers comprehensive 

pedagogical opportunities to 

promote literature with 

resources relevant to boys and 

girls children under six years 

1.1 Contributes to the design, 

development and evaluation of learning 

experiences comprehensive that includes 

the promotion of literature in the 

children and _ girls under six years old. 

C.J. 6hrs. 

 

 

 

 

68 Hours. 

 

 

 

 



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their cognitive, emotional, social 

and psychomotor development, 

according to the Curricular Bases 

of the Education Kindergarten 

already at guidance and 

instruments received from 

educators. 

of age, applying methodology 

according to the characteristics 

of the toddlers, according to 

criteria agreed with the 

educator or the educator and 

pedagogical principles. 

 

 

 

 

 

 

 

 

2. AE2 Offers Pedagogical 

experiences that favor the 

expression creative children, 

applying theatrical techniques 

according to the interests and _ 

artistic possibilities of boys 

and girls under six years of age 

and implementing the 

pedagogical principles in an 

environment that protects 

hygiene and security. 

 

 

1.4 Select and use a variety of literary 

texts in learning experiences _ with the 

children and _ girls, according their 

stage of development and agreements 

made explicit in the planning, mediating 

its use according to the pedagogical 

principles. 

B.C. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1.5 Prepare the physical space and 

learning resources of educational 

experiences that include the use of 

various literary texts in printed or digital 

format. 

 

h 

2.1 Apply the pedagogical principles 

contributing to the design, 

implementation and _ evaluation of 

experiences 

comprehensive pedagogies that enhance 

the theatrical expression from the 

various artistic languages in boys and 

girls. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

C.J. 



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2.2 Half the stake active of the girls and 

the children in various dramatic 

expressions (plays, puppets, 

musicals ), facilitating this instance 

through the oral or body language. 

A.C.  

 

 

 

 

 

 

 

 

6 hrs. 

 

 

 

 

 

 

 

 

 

 

 

 

74hrs. 

2.3 Prepare and organize the physical 

space by collaborating in the 

organization of the scenography, use or 

design of the costume and makeup, 

according to the requirements of the 

pedagogical experience, considering the 

pedagogical principles and safeguarding 

the rules of hygiene, safety and risk 

prevention. 

BCK 

TOTAL, ANNUAL HOURS: 228  16 Hrs. 2 12 Hrs. 

 

Analysis of Results or Development—Body of Text 

RELATIONSHIP OF THE ACTIVITIES WITH THE LEARNING DEFINED IN THE 

GRADUATE PROFILE 

Learning Objective (LO) Taxable activity 

LO 1: Perform and evaluate educational activities with 

preschoolers of different levels, creating pedagogical 

environments appropriate to their needs and their 

cognitive, emotional, social and psychomotor 

development, according to the Curricular Bases of the 

Education Kindergarten already at guidance and 

instruments received from educators. 

● Learn to tell stories, legends, fables to the boys and girls 

● Learn to stage a play. 

● Making puppets and other support resources to tell 

stories. 

● Learn it organization of the set design, costumes and makeup. 

● Collaborate in safeguarding hygiene, safety and risk prevention standards in 

the different pedagogical instances. 

● Evaluation of literary and theatrical educational experiences. 

● Learn to select and use a variety of literary texts in the different learning 

experiences with the children. 



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● Carry out activities telling stories, legends, fables to the children. 

● Preparation of the physical space and learning resources, both printed and 

digital. 

● Learn activities that encourage literature in _ children under 6 years old. 

● Communicate orally with clarity. 

● Carry out activity in a manner neat, fulfilling deadlines established. 

 

 

Discussion of Results 

The Objective of the alternation training strategy is to achieve the learning, developing work and 

employability skills, alternating the teaching in the educational establishment with others different 

spaces, so that students improve their skills and competencies for working life and/ or continuity of 

studies. Therefore, we seek to expand the possible spaces for development of the differentiated 

professional technical training Middle education. For this purpose the Ministry of Education elaborated 

This regulation that regulates the implementation of the alternation training, which is understood as that 

which is carried out in spaces other than the defined educational establishment. The aforementioned 

regulations mainly regulate the approval of projects of this teaching strategy. 

1) The learning agreement must indicate the general information of the place where the alternation 

learning will take place (also called alternation center), as well as the learning training plan. 

a) Name of the company, higher education institute, State administration body, public service or 

company that offers the learning places. b) RUT of the alternation center. c) Description of the business 

line. d) Telephone and email address of the alternation center and the legal representative. e) Sections 

related to the specialty that will be subject to alternation f) Number of workers (only for companies, 

State administration bodies, public services or companies). g) Identification and qualification of the 

people who will participate in the activities by the alternation center. h) Years of accreditation of the 

alternation center (only in the case of Higher Education Institutions. i) Training commitment letter to 

the person in charge of instruction in appropriate cases. 

2) The descriptive information of the learning training plan: a) Place and date of the learning agreement. 

b) Place where the learning activities will take place. c) Duration of the agreement (the minimum is one 

year). d) Duration and distribution of the day(s) of activities. e) Indication of mobilization benefits, and 

snack. f) Indication of who will deliver the required tools and work clothes. g) Record the obligations 

of the alternation center and the educational establishment. h) The alternation quotas committed by the 

alternation center. 

Comply with the approved pedagogical proposal. - Deliver annual management report in January of 

each year. Article 18, Exempt Resolution No. 1,080 of 2020 of the Mineduc. - Ensure the functioning 



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of the Alternation Training Commission, at least once a month. 

 

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