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

Abstract

Abstract: This research aims to describe the didactic foundations that guide the pre-professional practices developed by students in the Basic Education program. The study is framed within a qualitative approach, utilizing the descriptive phenomenological method; the technique employed for data collection was a documentary review. A coherent didactic model was evident, with a competency-based approach, context-based planning, and student-centered methodologies. The analyzed microcurricular planning articulated biological content (life cycles, habitats, and health) using codes PM1, PM2, and PM3, reflecting comprehensive, contextualized, and sequenced learning. Regarding methodological strategies, codes EM1, EM2, and EM3 showed how the activities allow for the progressive development of scientific skills from observation to understanding. Furthermore, coherence between objectives and activities was evident, with a student-centered socio-constructivist approach. It is concluded that the analyzed plans constitute a solid didactic foundation for meaningful learning, but require strengthening personalized feedback and inclusive adaptation of materials in order to improve the equity and quality of teacher training.