Principios pedagógicos que sustentan la práctica docente en educación básica

Abstract

Abstract: The objective of this study is to verify the pedagogical principles that sustain the planning of the pre-professional practice elaborated by the students of the Basic Education career of the Universidad Técnica Particular de Loja. Ten micro-curricular plans of areas such as Mathematics and Language and Literature were analyzed. In addition, a positivist approach with quantitative methodology was adopted in which two observation guides were used. The first analyzed learning objectives, didactic strategies, resources and evaluation; while the second evaluated the integration of pedagogical principles in activities designed from the ERCA model. The results revealed that 40% of the plans highlighted their alignment with the pedagogical principles, while 60% presented areas for improvement, especially in the specificity and disaggregation of skills, as well as lack of clarity in the description of how they are applied in each activity. In conclusion, although the plans comply to a large extent with the pedagogical guidelines of the Ministry of Education, it is necessary to strengthen training in didactic design and detailed planning to ensure greater effectiveness and homogeneity in pre-professional practice.