Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: The study analyzes the pedagogical principles underpinning the planning of pre-professional practice in the Basic Education program at UTPL. A quantitative-descriptive approach was used under the positivist philosophy, with a cross-sectional research design. Ten micro-curricular plans developed by students during Practicum II were analyzed using two observation guides with Likert-type criteria focused on curricular elements and pedagogical principles. Seventy percent of the plans include clear objectives aligned with national standards, while 75% employ diversified methodological strategies. However, deficiencies were identified in evaluation and the use of didactic resources in 25% and 35% of cases, respectively. The most applied pedagogical principles are meaningful learning and an inclusive approach, although challenges persist in integrating competencies in diverse contexts.