Principios pedagógicos que sustentan la práctica docente en la Educación Básica

Abstract

Abstract: This research work focuses on studying pre-professional practical experiences in the Basic Education program at UTPL, based on educational guidelines, to define the influence caused on the pre-professional development of teachers. This approach implements a positivist vision in a descriptive quantitative model, focused on the observation of the design of microcurricular plans formulated based on the theoretical and practical knowledge of students of the professional specialization in basic education. In the practical development, pedagogical principles, interdisciplinarity and direct integration of the educational community and the implementation of the ERCA pedagogical approach stand out, to ensure the acquisition of significant knowledge and comprehensive training. The influence of the innovative educational system and pedagogical concept demonstrates in this research how fundamental and indispensable it represents for a comprehensive and outstanding education. Additionally, the fundamental nature of the permanent professional development of pre-professionals in pedagogical practice is emphasized; it is crucial and important for the assimilation of new changes in the educational system and to be able to cover the needs of educational contexts. The research carried out aims to strengthen efficient teacher teaching.