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

Abstract

Abstract:The primary purpose of this study was to encourage the characterization of the didactic principles underlying the pre-professional practices carried out by students in the Basic Education program. This review, based on the planning and teaching resources, addressed the problem of the weak connection between theory and practice. The study focused on how future teachers implement microcurricular planning, methodological strategies, resource utilization, and assessment processes in actual practice. A qualitative approach was adopted, using the phenomenological-descriptive method in the document review guide. The most relevant results of the study show that pre-professional practices integrate pedagogical principles oriented toward active and meaningful learning, and also that weaknesses persist in the approach and consideration of previous instructions and in the coherence between objectives, content, and strategies. The results allow us to conclude that practical training can be significant for understanding teachers' professional identity, for strengthening teaching skills in the classroom with students, and for generating pedagogical commitment to the context. It is recommended that theoretical and methodological support from the university be strengthened and that reflective spaces be promoted so that students can critically articulate their practice with the pedagogical foundations acquired during their training.