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

Abstract

Abstract:The objective of this study is to verify the pedagogical principles that support the planning of pre-professional practices of Basic Education students at the Private Technical University of Loja (UTPL). Through a deductive approach and a descriptive quantitative route, 10 micro curricular plans of the 2016 National Curriculum were examined, identifying its main elements and pedagogical principles. The results show that the majority of the plans comply with the required curricular elements and present coherence between them. However, a small percentage lacks alignment, making it difficult to achieve significant learning. When evaluating the ERCA (Experience, Reflection, Conceptualization, Application) methodology, it was identified that a significant percentage of the plans do not fully comply with its principles due to the lack of alignment of the proposed activities. This study highlights the importance of ensuring curricular coherence and strengthening students' pedagogical competencies to improve the quality of pre-professional practices and ensure meaningful learning. In addition, the approach adopted allowed a detailed analysis of the plans, identifying both their strengths and areas that require improvement.