Principios pedagógicos que sustentan la planificación de la práctica preprofesional en Educación Básica

Abstract

Abstract: This research aims to analyze the application of pedagogical principles in the planning of pre-professional practice within the Basic Education career at the Universidad Técnica Particular de Loja (UTPL). The research focuses on identifying how these principles guide teaching and learning strategies, contributing to the comprehensive development of future teachers. The theoretical framework of pedagogical principles is addressed, emphasizing their relevance in professional training, as well as their impact on educational planning. In addition, the design and implementation of activities in pre-professional practices is examined, considering the alignment between theory and practice. The methodology used follows the positivist philosophy, which applies a deductive approach and a quantitative methodological route of a descriptive type. The results show that the adequate use of pedagogical principles in planning strengthens the ability of students to design and execute effective and contextualized educational proposals. Finally, recommendations are presented to optimize the integration of these principles in the training process, highlighting their essential role in the consolidation of pedagogical competencies and in educational quality.