Principios pedagógicos que sustentan el desarrollo de la práctica profesional en Educación Básica

Abstract

Abstract: This research analyzes the pedagogical principles that support the planning of preprofessional practice in the Basic Education program at Universidad Técnica Particular de Loja. Using a qualitative approach with a hermeneutic phenomenological design, ten micro curricular lesson plans from various areas of the 2016 National Curriculum were examined. The analysis identified the theoretical, methodological, and didactic foundations applied by students during their training process. The results highlight the presence of principles such as student-centered learning, methodological flexibility, formative feedback, inclusion, and the integration of technology. However, limitations were also found in the contextualization of performance skills and in the formulation of evaluation criteria. This study offers a critical reflection on the strengths and weaknesses of initial teacher planning, emphasizing the need for a training process that links theory and practice while promoting meaningful, inclusive, and contextualized learning. The findings allow for recommendations aimed at strengthening the educational preparation of future teachers in alignment with the demands of Ecuador's educational system and current societal challenges.