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

Abstract

Abstract: This curricular integration project aims to describe the didactic foundations of the teaching practicum undertaken by Basic Education students at UTPL, with a focus on micro-curricular planning as a formative tool. Using a qualitative approach grounded in the phenomenological method, the study analyzed lesson plans developed during Practicum II, evaluating their alignment with the National Curriculum (2016) and their ability to reflect pedagogical and methodological principles. The findings indicate that many students still struggle to effectively apply these foundations in practice particularly in selecting competencies, addressing student diversity, and assessing learning. The research underscores the persistent challenge of connecting theory with practice in teacher education, as well as the need for deeper critical reflection on planning processes. These results offer insights to inform curriculum revision, promote effective strategies, and contribute to high-quality Basic Education.