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

Abstract

Abstract: This study examines the pedagogical principles underpinning the planning of pre-professional internships designed by students in the Basic Education program at the Technical Private University of Loja (UTPL). The goal of this analysis is to validate the use of didactic strategies in the teaching-learning process. We applied a positivist model, using a quantitative approach with a deductive, descriptive, cross-sectional methodology. We evaluated a sample of ten lesson plans corresponding to the areas of Mathematics, Language and Literature, and Social Sciences. These plans were developed during the pre-professional internship stage by the program's students. Document analysis guides were used as the primary data collection tools. The results highlighted the importance of applying both theoretical and practical pedagogical foundations, particularly by including objectives, skills, and resources. Ultimately, the study demonstrated the significance of basing lesson plan design on pedagogical principles and micro-curricular elements. This approach enhances teacher training and promotes quality education through the adaptation, development, and strengthening of knowledge.