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

Abstract

Abstract: The present research work aims to verify the pedagogical principles that support the planning of the pre-professional practice elaborated by the students of the Basic Education career of the Universidad Técnica Particular de Loja, the sample are the 'planning elaborated by the students of the Basic Education career in the practicum II. A deductive approach and a quantitative methodological route of descriptive type was adopted, where 10 random micro curricular plans of the different areas of the National Curriculum 2016 (Mathematics, Natural Sciences, Social Sciences, Language and Literature and Cultural and Artistic Education) appropriate to Kolb's experiential learning model (ERCA) are analyzed. The technique used is observation through instruments such as documentary observation guides, which identify relevant results. In conclusion, it can be mentioned that most planning does not comply with the established principles, which shows a deficient practice, the lack of knowledge regarding the use of meaningful activities that transform education and inefficiency at the time of developing the phases of knowledge.