Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: This analysis examines the pedagogical principles that support the planning of the pre-professional practice of students of the Basic Education career of the UTPL, in order to identify essential components of micro-curricular planning to enhance the training of future teachers. A deductive perspective was used, a quantitative method of a descriptive type, based on positivist philosophy. Data were obtained through the documentary evaluation of the micro-curricular plans, evaluating compliance with the primary pedagogical principles. The overall results indicate that 55% of the activities conform to the defined pedagogical principles. This shows that planning mostly allows for practical, emotional involvement and application in real situations. However, limitations in critical reflection were identified, which points to aspects for improvement in teaching strategies. Although the observed plans partially comply with the pedagogical principles, it is essential to strengthen the activities to guarantee a comprehensive development of skills and competencies, promoting a greater connection between theoretical learning and its practical application in educational contexts.