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

Abstract

Abstract: This research analyzes the pedagogical foundations that underpin the planning of pre-professional practice undertaken by Basic Education students at the Universidad Técnica Particular de Loja. We consider microcurricular planning as a fundamental element that unites theory and teaching practice. The objective was to identify the elements of this planning and establish its relationship with pedagogical principles, especially those linked to the ERCA experiential model. The methodology employed adhered to a quantitative approach, with a descriptive and cross-sectional design. The study involved the documentary observation of ten microcurricular plans, using structured guides with a Likert-type scale. The findings show that most of the plans respect national and institutional curricular guidelines. However, shortcomings were detected in the definition of evaluation criteria, the systematic organization of reflective and conceptual processes, and in curricular adaptation. In conclusion, the positive correlation between pedagogical principles and pre-professional practice planning is strengthened, although there are areas for further development. This is to foster more reflective, inclusive, and consistent planning that aligns with the holistic development of future educators.