Standardization of the teaching-learning strategy - Field Trips, for the planning and development of its three execution moments: before, during and after

Abstract

Field trips are one of the main didactic strategies that relates the theory learned in the classroom with the practice in the labor field; this article highlights aspects that play a relevant role for the implementation of such strategy, it should be noted that there are few documented evidences of its achievements; and currently for many students and teachers  it has become a simple excursion rather than a significant learning process, for this and other reasons, in the educational institutions where this important strategy is put into practice teachers must have instruments, such as  formats that demonstrate and allow an adequate planning of execution during the three great moments of the field trip that are: the before, during and after. These moments are needed, even more in those universities that make use of the teaching portfolio, where the evidences of the teachers' actions are an essential component, since it contributes to having a source of information on the scope that this strategy can have in the students´ learning, without forgetting the perspective that students have towards the field trips in which they have been involved, but most of the their perspective is not taken into account, being this very  important to know for the continuous improvement in the application of  field trips.