Contribución de los fundamentos didácticos en las prácticas preprofesionales de la carrera de Educación Básica

Abstract

Abstract: This research study, carried out in the Basic Education course at the Universidad Técnica Particular de Loja, focused on examining the pedagogical principles found in the microcurricular plans developed by students during Practicum 2. Using a qualitative, phenomenological-descriptive approach, a documentary review of the plans was conducted, evaluating their coherence with the 2016 National Curriculum. The evaluation revealed the implementation of constructivist pedagogical methods, methodological strategies, and a variety of teaching resources; however, there were also limitations in the adaptation of resources for students with specific educational needs. The Atlas. Ti was used to construct semantic networks that reflected how curricular, methodological, and evaluative components are integrated within teaching practice. The results revealed that, despite the conscious pedagogical intention, gaps in alignment with the principles of inclusion persist. It is concluded that it is crucial to improve teacher training in the design of planning that integrates theory and practice in a coherent, critical, and contextual manner, fostering equitable and transformative education.