Principios pedagógicos que sustentan la planificación didáctica de la práctica preprofesional en Educación Básica

Abstract

Abstract: The objective of this research is to verify the pedagogical principles that support the planning of the pre-professional practice developed by the students of the Basic Education career of the Universidad Técnica Particular de Loja. To this end, a methodological process with a quantitative approach, of a descriptive type, was considered, where the information of ten microcurricular plans was collected, in the areas of Language and Literature, and Mathematics, which were evaluated by means of a Likert scale, through two documentary observation guides, the first, assessed ten criteria on the essential elements that make up microcurricular planning as established by the Ministry of Education of Ecuador, the second, determined twelve criteria that analyzed the pedagogical principles related to the ERCA (Experience, Reflection, Conceptualization and Application) experiential learning methodology, which is the guiding model of this process, proposed by the career. From this information, it is concluded that the observed plans did not comply with the proposed standards, demonstrating gaps in the initial training of teachers in training, regarding didactic planning.