Principios pedagógicos que sustenta la práctica docente en educación básica

Abstract

Abstract: This study focuses on analyzing the pedagogical principles that support micro-curricular planning in the pre-professional practice of students in the Basic Education program at Universidad Técnica Particular de Loja (UTPL). The main objective was to verify how these principles are reflected in the plans developed within the framework of Practicum II. The research follows a quantitative descriptive approach under the positivist paradigm. A theoretical and motivated sampling was used to select 10 micro-curricular plans from various curricular areas of the 2016 National Curriculum. The instruments employed included two documentary observation guides with a Likert scale, designed to evaluate objectives, didactic strategies, and pedagogical principles based on the ERCA model. The analysis reveals that the plans meet the established pedagogical principles and curricular elements, aligning with the guidelines of the Ministry of Education and the demands of teacher training. The results emphasize the importance of integrating robust pedagogical approaches and effective curricular practices in teacher training to ensure inclusive and high-quality education.