Implicit Assumptions of Pre-Professional Practice from Tutorial Experience in Higher Education

Abstract

This study, about preprofessional practice (PP) in higher education, consisted of unveiling the implicit assumptions regarding the PP from the experience of academic and business tutors. A qualitative - interpretive approach was followed at the National University of Chimborazo - Ecuador and the companies that have inter-institutional agreements. The focus group, interview, content analysis, and the software Atlas.ti were the methods used. Results describe the design and evaluation of PP, and the way to improve it, as a contribution to optimizing the training process during the PP.