Principios pedagógicos que sustentan la práctica docente en educación básica

Abstract

Abstract: The present study aims to verify the pedagogical principles underpinning the planning of pre-professional practice developed by students in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). A descriptive quantitative approach was carried out to analyze 10 microcurricular lesson plans in the areas of Mathematics and Language and Literature, complemented by interviews with teachers and students, as well as classroom observations. The results show that 100% of the plans include clear objectives aligned with pedagogical principles, although weaknesses were identified in the contextualization of activities and the diversification of resources used. Additionally, methodological strategies partially adhere to the principles of meaningful learning and active participation, highlighting the need to strengthen critical reflection and concept validation in planned activities. This study provides a comprehensive perspective on the implementation of pedagogical principles in pre-professional practices and proposes improvements to ensure meaningful learning, as well as better preparation for future teachers to address current educational challenges.