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

Abstract

Abstract: This study analyzed the pedagogical principles underpinning pre-professional practice planning produced by Elementary Education students at the Universidad Técnica Particular de Loja. A quantitative, descriptive, cross-sectional design was implemented through documentary observation of 10 micro-curricular plans from the April August 2024 period, selected by convenience and drawn from different subject areas. Data were collected using two Likert-type documentary observation guides: one to assess planning components and another to identify pedagogical principles embedded in the proposed learning activities. Results highlight strengths in the inclusion of skills and assessment indicators, but weaknesses in the precision of informative data, in the selection and description of resources, and in the specificity of assessment techniques and instruments. In addition, a gap was observed between the ERCA approach declared in the plans and its consistent implementation across the planning structure. The study provides a diagnostic baseline to guide improvements, training, and academic support aimed at strengthening internal coherence in pre-professional practice planning at UTPL.