Principios Pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: The objective of this study is to verify the pedagogical principles that support the planning of the pre-professional practice elaborated by the students of the Basic Education career of the Universidad Técnica Particular de Loja (UTPL). A qualitative-descriptive type of research was applied, with an interpretative methodological approach that focuses on inquiring and understanding diverse experiences, allows assessing the pedagogical principles of planning in the pre-professional practice. The findings highlight that 80% of the activities of the total planning observed facilitate a critical analysis and 70% value their capacity to generate new knowledge. It is also identified that 60% of the plans present clear and well-defined situations. In addition, 100% of the plans comply with objectives aligned with the national curriculum, although it is necessary to optimize their educational impact. This work provides an analytical basis that reinforces the importance of micro-curricular planning in pre-professional practice, underlining the need for continuous adaptations to optimize teaching and learning processes. The results are a significant contribution to the field of teacher training, offering recommendations for improving educational quality.