Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: The present research aims to verify the pedagogical principles underpinning the planning of pre-professional practices to improve the development of microcurricular plans and thereby enhance educational quality. For this purpose, the study is designed under a positivist philosophy, following a deductive approach and a quantitative, descriptive methodological route. Within this methodological framework, ten microcurricular plans from various areas of the 2016 National Curriculum (Mathematics, Natural Sciences, Social Sciences, Language and Literature, and Cultural and Artistic Education) were selected. These plans were developed by students of the Basic Education program during their pre-professional practice. The main findings of the study reveal that most plans include the characteristic elements of microcurricular planning for professional practice, as well as the corresponding pedagogical principles outlined in the national curriculum. However, a deeper understanding of these elements and principles is needed, along with better coherence and cohesion when presenting them in lesson plans, with the aim of delivering quality and relevant education.