Principios pedagógicos que sustentan la practica pre profesional en Educación Básica

Abstract

Abstract: The present study aims to describe and analyze the perceptions of basic education teachers regarding the use of innovative teaching strategies to foster critical thinking in their students. A quantitative cross-sectional methodology was implemented using instruments such as documented observation guides. Ten micro-curricular plans corresponding to the areas of the national curriculum such as Mathematics and Language and Literature were analyzed, evaluating their coherence with the guidelines of the Ministry of Education and the ERCA model. The results show that most of the plans comply with the pedagogical principles, highlighting the inclusion of participatory methodological strategies and effective resources. However, areas for improvement are identified, especially in the specificity of learning objectives and evaluation criteria. This study contributes to the field of basic education by offering an overview oriented to the integral development of students and being based on pedagogical principles that link theory and practice to improve teaching, providing a solid foundation for future educational research.