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

Abstract

Abstract: The purpose of this research was to analyze the pedagogical principles that underpin the planning of the pre-professional practicum for students in the Basic Education program at the Universidad Técnica Particular de Loja. This study was based on a theoretical framework encompassing pre-professional practicum, microcurricular planning, the pedagogical principles of the Ecuadorian curriculum, and the ERCA methodology, presented as an experiential learning model. Methodologically, the research employed a quantitative approach, using a descriptive, cross-sectional design. Documentary observation was the primary data collection technique, and data analysis was conducted using structured guides applied to a sample of microcurricular plans from various areas of the national curriculum. The data analysis revealed that, in general, the plans adhere to the structure established by current regulations, highlighting the need to strengthen microcurricular planning as a fundamental tool in initial teacher training. The research determined that, although there is an adequate structural basis in microcurricular planning, it is necessary to strengthen its pedagogical coherence through training, support and academic review processes, in order to consolidate a more reflective, relevant pre-professional practice aligned with established pedagogical principles.