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

Abstract

Abstract: This research analyzes the pedagogical principles underpinning the planning of pre-professional practice by students of the Basic Education program at the Universidad Técnica Particular de Loja. The main objective was to verify the integration of these principles into micro-curricular plans designed within the framework of the 2016 National Curriculum. The study employed a quantitative-descriptive approach, analyzing a sample of 10 plans from the areas of Mathematics and Natural Sciences. A documentary observation guide served as the primary data collection instrument. The results revealed that although pedagogical principles are partially integrated, there are opportunities for improvement in aligning objectives, skills, and resources. Additionally, deficiencies were identified in the inclusion of strategies that foster active student participation and the use of innovative teaching resources, as well as in the alignment between contextual educational needs and curricular objectives. It is concluded that planning based on solid pedagogical principles is essential to enhance the quality of pre-professional practices, fostering teacher training that meets contemporary educational demands.