Principios Pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: In the educational field, the pre-professional teaching practice constitutes a fundamental element that determines the quality of the teaching-learning process, which includes a series of activities that take place in the classroom environment and are fundamental for teacher training. Therefore, the present research aims to verify the pedagogical principles that support the planning of pre-professional practices developed by students of the Basic Education career of the Universidad Técnica Particular de Loja. In order to comply, a methodological design with a deductive approach and a quantitative methodological route of descriptive type was used, where 12 micro curricular planning of different areas of the National Curriculum 2016 were examined. The findings allowed establishing that the micro-curricular plans stand out for their coherence in objectives, strategies, evaluation criteria and critical analysis, but present limitations in skills with performance criteria, contextualized resources, lack of innovation in activities and depth in evaluation, so they need to improve in the integration of previous and new knowledge, as well as in the connection of learning with students' experiences.