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

Abstract

Abstract: The study analyzed the pedagogical principles underpinning the planning of pre-professional practice developed by Basic Education students at the Universidad Técnica Particular de Loja, using as evidence microcurricular plans from Practicum II. The research followed a positivist paradigm, a deductive method, and a quantitative approach, with a descriptive, cross-sectional design. The documentary corpus comprised microcurricular plans produced during the April August 2024 period, and the sample consisted of 10 plans from different curricular areas, selected randomly. Data were collected through a documentary analysis guide that examined the presence of curriculum-oriented principles and their alignment with key planning components, including objectives, teaching strategies, resources, and assessment. Findings show a frequent inclusion of principles related to contextualization, inclusion, and meaningful learning; however, inconsistencies were identified in the internal coherence among objectives, learning activities, and evaluation criteria. These results suggest the need for greater academic support and clearer standardization processes to strengthen planning quality. The main contribution of the study is a meticulous diagnostic that can inform institutional actions aimed at improving teacher training and enhancing the quality of planning within pre-professional practice.