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

Abstract

Abstract: This study analyzes the micro-curricular planning developed in the pre-service teaching practicum of the Basic Education program at UTPL, based on the review of ten lesson plans designed in Prácticum II corresponding to the area of natural sciences and social sciences, assessed through a structured documentary observation guide. From a quantitative, positivist approach, it describes the level of compliance of the different components of micro-curricular planning and their internal coherence, as well as the extent to which they incorporate pedagogical principles such as contextualization, attention to diversity and the development of professional competences. The findings show strengths in the recording of informational data and in the promotion of concrete and application experiences, but also weaknesses in the formulation of the essential theme and learning objectives, and in the articulation between skills, activities, indicators and evaluation. As a contribution, the study proposes practical guidelines to improve the coherence of lesson plans and their alignment with the Ecuadorian curriculum and with the experiential ERCA model.