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

Abstract

Abstract: This research analyzes the pedagogical principles that support the development of preprofessional practice in basic education. The objective is to verify these principles in the microcurricular planning applied in Prácticum II, corresponding to the Management of the Teaching-Learning Process at UTPL, in the Faculty of Social Sciences, Education, and Humanities, Department of Social Sciences. A deductive approach and descriptive quantitative methodology were used. The sample consists of 10 microcurricular plans corresponding to areas of the 2016 National Curriculum. Two instruments based on Likert scales were employed: Document Observation Guide No. 1, which evaluates objectives, strategies, resources, and assessment, and Document Observation Guide No. 2, which identifies pedagogical principles according to Kolb's ERCA model. The results show that the plans meet basic curricular requirements but have areas for improvement in activity contextualization, methodological diversification, resource updating, and the integration of transversal values. It is concluded that pedagogical principles are fundamental to teacher training but require adjustments to enrich teaching, promote inclusive learning, and foster pedagogical innovation.