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

Abstract

Abstract:The present research analyzes the pedagogical principles that are supported through micro-curricular planning developed during pre-professional practice. The objective allows analyzing the pedagogical principles that support planning, using a methodology with a positivist paradigm and a qualitative approach, with a descriptive scope and cross-sectional design, where the information obtained is through observation based on an analysis of 10 plans from the subjects of mathematics, science, and social studies in general basic education. The results show the presence of pedagogical principles and the ERCA model, obtaining informative and conceptualized data that require evaluation criteria. Likewise, weaknesses are identified in the formulation of learning objectives and in the articulation between skills, where the selection of didactic resources is coherent with the methodological approach. The conclusion presents insufficient integration between the theoretical foundations and the practice of the ERCA model, evidencing the need to strengthen pedagogical competencies linked to micro-curricular design that consolidate formative processes.