Assessment of learning in professional practices of social work students from the University of Bío-Bío

Abstract

In higher education, the acquisition of learning implies the mobilization of the knowledge and skills of a professional task. The sequence that the student body follows, in order to achieve the necessary skills to develop their profession effectively, must consider practical experiences that favor active involvement. On the other hand, if the process followed is visualized as positive by those who learn, motivation and deep learning are favored. That is why the objective of this work was to analyze the evaluations of the teaching and learning process of social work students in the context of professional practices. Considering a quantitative approach, this paper evaluated the quality of teaching with the Course Experience Questionnaire (CEQ) and the way students approach learning with the Study Process Questionnaire (SPQ) in 163 Social Work students from three successive courses of a Chilean university. The data was analyzed with descriptive and inferential statistics. The results show that the student body values ​​teaching and deep learning positively, in the same way, it is evident that the academic load is considered excessive by them. These data show the importance of a positive assessment of the academic experience in the acquisition of learning. Likewise, it refers to the relevance of accompaniment to the student body in professional practices to promote deep learning.