Principios Pedagógicos que sustentan la práctica docente en la Educación Básica

Abstract

Abstract: The purpose of this work is to verify the pedagogical principles that support the planning of the pre-professional practice elaborated by the students of the basic education career. For this purpose, a descriptive quantitative approach was adopted for the comprehensive understanding of the facts or phenomena under study. The methodology included the application of the documentary observation guide to analyze the elements of micro-curricular planning, such as the pedagogical principles that support these practices selected by intentional sampling. The ERCA (Experience, Reflection, Conceptualization and Application) approach was used to analyze micro-curricular planning in real educational contexts. The results indicate that most of the plans partially comply with pedagogical principles, showing strengths in their structure and organization. However, challenges are detected regarding the inclusion and implementation of strategies that promote the active participation of students in real contexts. Inclusive and contextualized planning is essential to improve pre-professional practices and ensure that future teachers are prepared to be agents of change in the classroom.