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

Abstract

Abstract: This study analyzes the didactic foundations applied in the planning of pre-professional teaching practices by students in the Basic Education degree program at the Universidad Técnica Particular de Loja (UTPL), specifically within the Practicum 2 framework. A recurring issue was identified: the weak articulation between pedagogical principles and educational practice, which undermines the effectiveness of the teaching-learning process. The research followed a qualitative approach and a phenomenological-descriptive method, conducting a systematic documentary analysis of micro-curricular lesson plans developed across various subject areas. The findings reveal inconsistencies in objective formulation, lack of alignment between evaluation criteria and indicators, and limited theoretical foundation. Through the use of matrices and semantic networks, an uneven level of didactic appropriation was observed, underscoring the need to strengthen pedagogical reflection among future teachers. This study contributes to the improvement of initial teacher education by offering recommendations to promote more coherent, critical, and transformative planning.