Principios pedagógicos que sustentan la práctica docente en educación básica

Abstract

Abstract: This study aims to analyze the pedagogical principles applied in 10 lesson plans developed by students of the Basic Education program at UTPL during their pre-professional practice. Five plans correspond to Mathematics and five to Language and Literature. A qualitative approach based on document review was used, enabling the identification of strengths and weaknesses in the integration of pedagogical principles. The results show that 90% of the lesson plans include clearly defined objectives, but only 67.5% of the methodological strategies align with the established skills. Additionally, a disparity between abstract conceptualization (90%) and active experimentation (50%) was observed, limiting the practical development of activities. In both subjects, the lack of transversal axes hinders the integration of social skills such as collaboration. It is concluded that critical reflection on lesson plans must be strengthened, and active methodologies should be promoted to ensure greater coherence between theory and practice. This study provides recommendations to improve pedagogical training and educational quality during pre-professional practices.