Principios pedagógicos que sustentan la práctica docente en la educación básica

Abstract

Abstract: The present research analyzes the pedagogical principles that support the planning of pre-professional practice developed by students of the Basic Education program at the Universidad Técnica Particular de Loja. Its main objective is to verify the pedagogical principles that underpin the planning of pre-professional practice carried out by these students. The study was conducted using a deductive approach and a descriptive quantitative methodology, analyzing a sample of 10 lesson plans in the Mathematics area. A documentary observation guide was used for data collection. The findings revealed that, although pedagogical principles are present, their application shows opportunities for improvement in the alignment of objectives, skills, and resources. Additionally, the need to strengthen strategies that promote active student participation and the use of didactic materials was identified, ensuring coherence with curricular requirements and the educational context. It is concluded that planning based on pedagogical principles is key to improving the quality of pre-professional practices and teacher training.