Assessments of Professional Practices in IT Professional Technician’s Training

Abstract

This article aims to analyse assessments of IT graduates’ professional practices made by different actors linked to them (technicians, managers, teachers, students, graduates, businessmen) in the Professional Technician in Information Technology Infrastructure Support program of the province of Corrientes (Argentina).

Professional Practices constitute an instrument of educational policy. In this paper, educational policy is understood as the result of a social construction process shaped by a field in dispute among different actors or groups that intervene with different resources, interests and assessments.

This descriptive study relied on an intentional sample of three majors. Questionnaires with students and in-depth interviews with the different actors involved in this training program were used.

As a result, it was observed that professional practices are generally valued positively, albeit with different nuances resulting from the interests and positions of the different actors. The limitations refer to contextual conditions, the absence of material resources – mainly connectivity – and the fact that some of the activities conducted do not correspond to the professional profile. Despite the difficulties, however, positive assessments are predominant, coinciding with the training potential these professional practices have.