Principios Pedagógicos que sustentan la práctica docente en la Educación Básica

Abstract

Abstract: This study seeks to analyze the pedagogical principles applied in the planning of pre-professional practices of the Basic Education career at the Universidad Técnica Particular de Loja (UTPL). The methodology used is quantitative with a descriptive approach, which allowed exploring the students' experiences when elaborating and executing micro-curricular planning in the context of afternoon reinforcement classes at the Ciudad de Loja Basic Education School. We worked with a sample of 10 micro-curricular plans selected through probabilistic sampling. These corresponded to the subjects of Mathematics and Language and Literature. The research was based on identifying the learning objectives, methodological strategies, resources and evaluation criteria used, as well as evaluating their consistency with the pedagogical principles established by the 2016 National Curriculum. The results show that the lesson plans mostly comply with the national pedagogical standards, but show areas for improvement in terms of diversification of resources and methodological innovation. It is concluded that the integration of theory and practice is fundamental for the formation of reflective, competent and innovative teachers.