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

Abstract

Abstract: The purpose of this work is to verify the pedagogical principles that support the planning of the pre-professional practice developed by the students of the Basic Education career at UTPL. The methodology adopted a deductive approach and a quantitative methodological route of a descriptive type that contributed to the analysis through documentary observation guides used as a tool to evaluate the criteria of pedagogical elements and principles. The quantitative results according to observation guide No. 1 indicate that greater rigor is needed in the implementation of the elements within the planning, while guide No. 2 indicates that most of the pedagogical principles are included in 3 of the 4 phases of the ERCA cycle. Therefore, it is recommended that when planning, active experimentation activities be integrated that allow the student to delve into reality to apply the acquired knowledge in practical situations. This study contributes widely to the field of education by offering a descriptive overview of teaching management during planning, highlighting the elements and principles that regulate the action of educational quality.