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

Abstract

Abstract: The study aims to analyze the pedagogical principles that underpin the planning of pre-professional practice in Basic Education at the Universidad Técnica Particular de Loja. Under a positivist paradigm and a quantitative, descriptive, cross-sectional approach, documentary observation was carried out on ten micro-curricular lesson plans prepared by student teachers of the program. For data collection, two Likert-type observation guides were applied, designed to assess the components of the lesson plans and the degree of incorporation of pedagogical principles related to concrete experience, reflection, conceptualization, and active application of learning. The results show progress in the formal organization of the plans but reveal important weaknesses: poorly operational objectives, fragmented learning activities, and an assessment dimension that does not clearly specify criteria or evidence of achievement. Overall, only a partial application of pedagogical principles is observed, which limits the coherence between what is planned, implemented, and evaluated in pre-professional practice. The study provides inputs for redesigning teacher education and mentoring processes, aimed at fostering more active, inclusive, and learning-centered pre-professional practice.