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

Abstract

Abstract: The didactic foundations of pre-professional practice are a key element for teachers in training, as they enable them to understand the key principles and guidelines for designing coherent, well-founded, and contextualized lesson plans within the national education system. The aim of this study was to describe the didactic foundations of the pre-professional practices developed by students in the Basic Education program, through a review of their lesson plans and teaching resources. A qualitative approach was used, employing the phenomenological-descriptive method and documentary analysis with category matrices, selecting as a sample the lesson plans prepared by students in Practicum 2. Internal consistency was observed between the units of analysis, subcategories, and categories of the plans analyzed, highlighting a constructivist pedagogical approach and a didactic approach to skills with performance criteria, as well as the use of the ERCA methodology to encourage critical thinking and the use of technological teaching resources. It was concluded that there is consistency between the design and rationale of the planning, although the integration of more varied and innovative resources is necessary.