Principios pedagógicos que sustentan la planificación de la práctica preprofesional en Educación Básica

Abstract

Abstract: The study analyzes the pedagogical principles underpinning pre-service teaching planning developed by Basic Education students at the Universidad Técnica Particular de Loja through a positivist, quantitative, descriptive, cross-sectional approaches. Documentary observation was applied to ten micro-curricular lesson plans from different areas of Ecuador s 2016 National Curriculum, using two Likert-type guides focused on planning elements and the stages of the ERCA model. Findings show a consistent inclusion of objectives, learning activities, resources, and assessment, although variations appear in clarity, precision, and internal alignment. Moreover, the analysis of ERCA-related pedagogical principles reveals recurring weaknesses in designing contextualized experiences, fostering deep reflection, consolidating abstract conceptualization, and promoting application through active experimentation. Overall, the results provide empirical evidence to strengthen initial teacher education by improving curricular coherence, instructional design, and pedagogical alignment in micro-curricular planning, supporting an experiential and reflective ERCA-based approach that can enhance the quality of pre-service practice and contribute to more effective teaching and learning processes in Basic Education contexts. This contribution informs institutional decision making and supports continuous improvement of practicum guidance and pedagogical innovation across diverse educational settings nationally.