Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: This research aims to verify the pedagogical principles that underpin the planning of the pre-professional practice developed by students of the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). A mixed (qualitative and quantitative) approach with non-numerical data and a phenomenological and interpretive design was adopted to analyze the fulfillment of the four pedagogical principles in the micro-curricular plans. The methodology included the application of direct observation guides carried out by the researcher, allowing for an in-depth analysis of the practice. The results indicate that the application of these principles is not always uniform or fully aligned with theoretical standards. At a qualitative level, positive aspects were identified in the design of activities that promote engaged student interaction; at a quantitative level, partial correspondence was observed between the stated principles and their practical implementation. This study contributes to educational research by offering a point of improvement in the quality of the plans and strengthens the professional development of students, promoting more coherent and effective educational practices.