Principios pedagógicos que sustentan el desarrollo de la práctica profesional en Educación Básica

Abstract

Abstract: The present study deals with the pedagogical principles that sustain the planning of the pre-professional practice of the Basic Education Career of the UTPL. The objective was to verify the pedagogical principles that sustain the planning of the pre-professional practice elaborated by the students of the Basic Education Career of the Universidad Técnica Particular de Loja (UTPL). From the methodological perspective, we worked with a descriptive quantitative approach, examining ten deliberately selected micro-curricular plans belonging to the areas of Language and Literature and Mathematics. The research shows that 100% of the plans integrate informative data; 90% focus on concepts of relevance to the students, while the learning objectives are met in 90% of the cases, together with the competencies linked to the performance criteria. On the other hand, only 30% meet the evaluation criteria. The incorporation of active methodologies such as ERCA presents significant variations. It can be deduced that micro-curricular planning constitutes a basic instrument for linking theory and practice, facilitating students to develop pedagogical competencies in real contexts.