Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: This study seeks to examine the pedagogical principles that support the planning of the pre-professional practice carried out by students of the Basic Education program of the Universidad Técnica Particular De Loja. To do so, research was designed under the positivist paradigm, with a deductive approach and a descriptive quantitative methodology. A cross-sectional design was used, collecting data at a single time to describe variables and analyze their incidence. The context of the research focuses on the Basic Education degree at UTPL, specifically on the academic component Practicum II, where students design and evaluate teaching and learning processes in various curricular areas. The sample consisted of 10 micro-curricular plans selected from different areas of the 2016 National Curriculum. These plans were evaluated using two instruments constructed with Likert-type scales: the Documentary Observation Guide No. 1, aimed at analyzing objectives, strategies, resources and evaluation; and the Documentary Observation Guide No. 2, focused on identifying pedagogical principles based on the ERCA model. The information was analyzed using descriptive statistics, presenting the data in tables and graphs to facilitate its interpretation. The results allow us to identify the fundamental elements and pedagogical principles that support pre-professional practices, contributing to the improvement of didactic planning in the educational context of UTPL.