Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: This study analyzes the key aspects of the pre-professional practice planning in the Basic Education program at UTPL, focusing on the theoretical foundations and pedagogical principles that support it. The lack of clarity in these aspects can influence the quality of teacher training. The general objective was to verify the pedagogical principles underlying the pre- professional practice plans developed by students in the Basic Education program at UTPL. A quantitative approach was used, following a descriptive methodology, to analyze the pre- professional practice planning documents created by the students in this program. The results highlight that the foundations of the pre-professional practice focus on the theory-practice connection, prioritizing integral education, inclusion, and equity. A pedagogical approach centered on meaningful learning, personalized teaching, and formative assessment was also evident. It is concluded that the planning of pre-professional practices strengthens key competencies in future teachers, promoting inclusive teaching adapted to diversity.