Principios pedagógicos que sustentan el desarrollo de la práctica profesional en Educación Básica

Abstract

Abstract: The study focused on analyzing the pedagogical principles implicit in the planning of pre-professional practices of Basic Education students at the Universidad Técnica Particular de Loja (UTPL). The research was approached with the objective of verifying 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 research designed under the positivist philosophy was adopted, which follows a deductive approach and a descriptive quantitative methodological route. The sample included ten micro-curricular plans which show significant advances in the inclusion of key elements such as learning objectives, evaluation criteria, methodological strategies and resources. In addition, areas for improvement were identified, such as the need for greater clarity in the objectives and integrating themes, as well as the design of more dynamic activities. The ERCA model (Experience, Reflection, Conceptualization and Application) was central in the practices analyzed to foster active and meaningful learning.