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

Abstract

Abstract: This curricular integration study explores how didactic foundations impact the organization of pre-professional practices in the Basic Education program, highlighting their relevance for the training of critical and competent teachers in the face of current challenges. A disconnect is detected between the pedagogical theory taught in universities and its actual implementation in the classroom, where students tend to prioritize administrative aspects over reflection and innovation. The study emphasizes that micro-curricular planning should be the link between theory and practice, allowing future teachers to develop contextualized and meaningful learning experiences. It also analyzes institutional, educational, and attitudinal factors that complicate this integration, such as curriculum rigidity and lack of student confidence. Ultimately, it suggests improving teacher training and promoting a more reflective and transformative education, facilitating a better connection between didactic principles and educational planning, based on the national curriculum and current regulations.