Principios pedagógicos que sustentan el desarrollo de la práctica profesional en Educación Básica

Abstract

Abstract: This study seeks to verify the pedagogical principles that support the planning of pre-professional practice in the Basic Education career at the Universidad Técnica Particular de Loja (UTPL). Ten Language and Literature and Mathematics plans were analyzed, using documentary observation guides. The objective was to determine whether future teachers correctly apply the pedagogical principles in their first experiences of educational planning. The research was framed in a quantitative, descriptive and positivist approach with a cross-sectional design, through which the elements and principles present in said plans were examined. The results reveal a limited implementation of pedagogical principles such as active student participation, critical reflection and contextualization of learning. These deficiencies suggest the need to strengthen initial teacher training, emphasizing the theory-practice relationship and promoting the development of innovative pedagogical skills. The findings of this research contribute to the field of teacher training by highlighting the importance of designing learning experiences that promote more comprehensive and effective teacher professional development.