Contribución de los fundamentos didácticos en la planificación de las prácticas preprofesionales de la carrera de educación básica

Abstract

Abstract: This research analyzes the integration of didactic foundations in the planning of preprofessional practices within the Basic Education degree program. It was identified that there is a gap between the theoretical knowledge acquired during teacher training and its practical application in the classroom. The general objective was to analyze how pedagogical, methodological, and evaluative foundations are incorporated into micro-curricular planning developed by trainee teachers. A qualitative approach with a phenomenological-descriptive design was used. The sample consisted of three teaching plans designed during internships. A document review guide was applied as an instrument, and Atlas.ti software was used to code and visually represent the results through semantic networks. Findings show significant progress in the creation of coherent plans, especially in the application of the learning cycle, the use of diverse resources, and formative assessment strategies. It is concluded that wellfounded planning enhances meaningful learning and reflects the professional development of future teachers.