Principios pedagógicos que sustentan el desarrollo de la práctica profesional en Educación Básica

Abstract

Abstract:This study aims to verify the pedagogical principles that underpin the planning of the pre-professional practice developed by students in the Basic Education program at the Universidad Técnica Particular de Loja. A quantitative and descriptive approach was adopted, analyzing 10 micro-curricular plans through documentary observation guides to identify their theoretical foundations, key elements, and implicit pedagogical principles. The results indicate that most plans integrate contemporary pedagogical approaches, promoting meaningful and contextualized learning. However, areas for improvement were identified, such as the need for greater clarity in some objectives and evaluation criteria. The implications for teacher training are discussed, and recommendations are proposed to strengthen educational practice. This study contributes to the field of educational research by providing a detailed analysis of pre-professional planning and highlighting the importance of the relationship between theory and practice. Additionally, it provides a solid foundation for future research and educational policies aimed at improving the quality of basic education in the Ecuadorian context.