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

Abstract

Abstract: This research aims to analyze the didactic foundations that underpin the planning of professional practice in the Basic Education program at the Universidad Técnica Particular de Loja. Through a qualitative-interpretive approach and the documentary analysis of micro-curricular plans developed by student teachers, five key categories are examined: didactic foundations, planning, methodological strategies, teaching resources, and evaluation. To deepen the interpretation, semantic networks were used to visualize the degree of coherence among the pedagogical components. The results show progress in the appropriation of active methodologies and formative assessment, but also reveal a weak articulation among the planning elements. The research highlights the need to strengthen initial teacher training by promoting more integrated and reflective pedagogical proposals. The findings constitute a relevant contribution both to the improvement of the practice curriculum and to the academic support that future teachers receive.