Systematic integrative review of the Final Project: contextual and pedagogical aspects
Abstract
The end-of-degree project (TFG), Final Project in English, is a current subject in most study plans. This paper uses an integrative systematic review methodology to analyse the contextual and pedagogical variables associated with the development and evaluation of the TFG. The final sample includes 72 documents from international data bases, that are quantitatively and qualitatively analysed through Excel and Atlas.ti, respectively. Quantitative results point out Europe as the continent where most research about TFG has been published (51.85%), being Spain the country in first place (64.29%), Engineering the first degree (39.73%) followed by Education (10.96%). Qualitative analysis shows 223 codes in six categories: procedural aspects, competences, assessment, good practices, ethical issues and dissemination, being the first three the ones that consolidate the greater number of studies. TFG is conceived as the result of dual apprenticeship; it implies academic literacy and, at the same time, is an indicator of the professional development achieved. Authentic assessment and employability suppose pedagogical challenges for further research.
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