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

Abstract

Abstract: This project aims to evaluate the lesson plans developed by pre-professional student teachers in the field of basic education and establish a relationship with the principles of experiential learning in teacher training. To this end, a compilation of lesson plans developed by students of the Universidad Técnica Particular de Loja was carried out. The correct execution of the elements within the educational planning was evaluated, and an analysis of the different stages of learning in the ERCA methodology was performed. The results show a high level of understanding in the execution of the planning elements; however, a lack of inclusion of certain important factors that guide the teaching-learning process was also observed. Difficulties in the balanced integration of certain elements and resources were noted in the different phases. The need to strengthen spaces for reflection and practical application is highlighted in order to improve the coherence of the planning and foster a more critical and contextualized teacher training. In conclusion, this study provides elements that allow for the improvement of pre-professional practice planning, guiding it towards more meaningful training, in accordance with the demands of the current educational context.