Principios pedagógicos que sustentan la práctica docente en Educación Básica

Abstract

Abstract: The study analyzed the pedagogical principles underlying the planning of pre-professional practice in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). Through a quantitative-descriptive approach and a cross-sectional design, 10 micro-curricular plans corresponding to various areas of the 2016 National Curriculum were examined, using documentary observation guides as data collection instruments. The results revealed that 75% of the plans adequately included essential components such as knowledge, skills, and attitudes, aligned with key pedagogical principles such as meaningful learning, educational inclusion, and attention to diversity. However, areas for improvement were identified, particularly in the precise formulation of learning objectives, the diversification of methodological strategies used, and the effective integration of didactic resources. This analysis not only enabled the evaluation of teacher training quality but also underscored the need to strengthen educational planning to foster more reflective, contextualized, innovative, and inclusive teaching processes. These processes aim to support the integral development of students in diverse, complex, dynamic, and globalized educational settings.