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

Abstract

Abstract: The study in question was initiated from the objective, which is: to verify the pedagogical principles that support the planning of the preprofesional practice prepared by the students of the Basic Education career at the Universidad Técnica Particular de Loja (UTPL). The inquiry was socialized to the study group based on a quantitative method, with a deductive approach, with a descriptive nature with the aim of acquiring broad knowledge that includes a comprehensive description of the phenomenon under analysis. The methodology was complemented with a case study focused on the performance of eighth-cycle university students who are studying the Basic Education career offered by the Universidad Técnica Particular de Loja, in which an intentional sample of ten of their microcurricular plans in the areas of the National Curriculum was analyzed, including: Mathematics, Natural Sciences, Social Sciences, Language and Literature, and Cultural and Artistic Education. The quantitative results indicate that 70% of the students agree that pedagogical principles are an important basis for planning to be applied in the educational reality; however, 30% maintain that their agreement is slightly different, which does not justify their complete agreement. In this context, the quantitative results revealed that basic education students personalize and modify the planning according to the individualities of their students, while the planning format provided by the National Curriculum is modified according to the educational unit and its institutional precepts.