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

Abstract

Abstract: This curricular integration project aims to analyze the didactic foundations present in the preprofessional teaching practices carried out by students in the Basic Education program. Through a descriptive methodology with a reflective and critical approach, this study explores pedagogical experiences within the development of micro-curricular planning. The research highlights the importance of strengthening teaching competencies by integrating appropriate methodological strategies, educational resources, and continuous evaluation processes. One of the main findings reveals that the support provided by the guiding teacher is essential for promoting critical reflection and meaningful learning among students. The study also emphasizes the need for future educators to apply pedagogical principles in real educational settings to reinforce their professional training. Moreover, the implementation of didactic strategies based on real teaching experiences fosters a better understanding of how to organize, deliver, and evaluate classroom instruction effectively. By applying theoretical knowledge to practical contexts, students are better prepared to face the challenges of teaching and to improve their instructional practices. The results confirm that incorporating solid didactic principles during training contributes significantly to the comprehensive development of teaching skills. Overall, the research concludes that preprofessional practices enriched with solid didactic principles, continuous reflection, and adequate support are key to preparing future educators to respond effectively to the demands of real-world teaching.