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

Abstract

Abstract: This thesis focused on the analysis of the didactic foundations of the planning projects developed by students of the Basic Education program during their pre-professional internships. This exhaustive analysis begins with the recognition of the essential components of the planning process during initial teacher training, from a reflective and critical perspective of their support according to the pedagogical approaches and guidelines established in the 2016 National Curriculum. The methodology of this study is based on a descriptive phenomenological method that improves the analysis and conclusions of the pedagogical experiences and executions planned by students during their training in Practicum 2, the study sample consists of the same planning projects already executed in a classroom. Part of the results of this study was to detect innovation as an enriching element of learning through the use of didactic resources such as online games to learn mathematical concepts and solve digital decomposition operations. This analysis concludes by highlighting the importance of justifying our learning processes through their theoretical foundation, as theoretical knowledge will allow us to achieve learning objectives and contribute to the effectiveness and quality of the process.