Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: This research analyzes the pedagogical conceptions that support preprofessional practice, highlighting their impact on teacher training. The objective was to verify the pedagogical principles that support the planning of the pre-professional practice developed by students of the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). In this study, a quantitative approach was used that included descriptions and analytical explanations about the complexities of the ten micro-curricular plans created by Basic Education students. The plans were analyzed in terms of their objectives, activities, resources and evaluation criteria, to check their alignment with curricular standards and educational outcomes. The results of the study showed that these strategies were based on sound pedagogical principles, including, but not limited to, inclusion, contextualization and active participation. The pedagogical principles that guide teaching methods teacher education allow teachers to be well prepared to face the reality of the classroom. Effective diversity intervention in the educational environment depends largely on improving the contextualization of the pedagogy used and personalizing outreach activities. This study is presented as a key source of information to move towards more reflective and contemporary pedagogical approaches.