Principios pedagógicos que sustentan la planificación de la práctica preprofesional en Educación Básica

Abstract

Abstract: The research Pedagogical Principles that Support Teaching Practice in Basic Education aims to verify the pedagogical principles that underpin micro-curricular planning in the pre-professional practice of students in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). A positivist design with a quantitative approach and descriptive scope was employed. The sample included 10 micro-curricular lesson plans in Mathematics, developed during Practicum II. For data collection, two documentary observation guides with a Likert scale were applied. The first analyzed the essential elements of micro-curricular planning, while the second assessed the application of pedagogical principles. Data analysis was conducted using descriptive statistics. The results indicate that the lesson plans align with institutional and ministerial guidelines, incorporating active methodologies within the ERCA model. However, the need to diversify didactic strategies to strengthen teacher training was identified. It is concluded that the micro-curricular planning process must integrate pedagogical principles that promote effective teaching and the development of competencies in future teachers.