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

Abstract

Abstract: Initial teacher training in basic education faces the challenge of articulating theory and practice in classroom contexts. In the Basic Education degree program at the Universidad Técnica Particular de Loja, microcurricular planning for pre-professional practice is conceived as a key space for embodying pedagogical principles that guide relevant, reflective teaching-learning processes in line with the national curriculum. This quantitative, descriptive, cross-sectional study analyzes plans developed in Practicum 2 to identify the pedagogical principles present, the elements of planning, and the relationship between both levels. The results show progress in active learning, contextualization, and formative assessment, but weaknesses in informational data, curricular adaptations, and the systematicity of the ERCA cycle in this study. The study provides a diagnosis of the expresión of pedagogical principles in the planning of pre-professional practice, generating inputs for curriculum improvement and tutorial support at UTPL. It concludes that it is necessary to strengthen guidance and spaces for reflection that articulate theory, planning, and classroom experience, promoting critical teacher training committed to educational quality.