Education, Society and Human Studies ISSN 2690-3679 (Print) ISSN 2690-3687 (Online) Vol. 5, No. 1, 2024 www.scholink.org/ojs/index.php/eshs 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 www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 20 Published by SCHOLINK INC. 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 www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 21 Published by SCHOLINK INC. 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. www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 22 Published by SCHOLINK INC. 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. www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 23 Published by SCHOLINK INC. 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. www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 24 Published by SCHOLINK INC. 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. www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 25 Published by SCHOLINK INC. ● 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 www.scholink.org/ojs/index.php/eshs Education, Society and Human Studies Vol. 5, No. 1, 2024 26 Published by SCHOLINK INC. of the Alternation Training Commission, at least once a month. References Area, M., & Adell, J. (2009). E-learning: Teaching and learning in virtual spaces. In J. de Pablos (Ed.), Educational technology. Teacher training in the Internet area. Aljibe Publishing House. Easy LMS. (2020). Synchronous Learning vs. Asynchronous: What’s the difference. Retrieved from https://wwwEasy-lms.com/en/knowledge-center/lms-knowledge-center/synchronous-vs-asynchron ous-learning/item10387 Guzmán, S. A. (2019). Implementation of flexible learning environments with ICT for capacity development: A mobile learning experience with secondary school students. 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