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

Abstract

Abstract: The present work entitled Pedagogical principles that support the planning of preprofessional practice in Basic Education , has as its main objective to analyze the pedagogical principles that support the planning of pre-professional practice developed by students of the Basic Education program at the Universidad Técnica Particular de Loja, a quantitative methodology was used, a positivist paradigm and a descriptive cross-sectional scope, additionally, documentary observation guides were used analyzing 10 micro-curricular planning documents from the Areas of Language and Literature, Mathematics and Social Sciences of the 2016 National Curriculum. The pedagogical principles were studied according to the ERCA education model, allowing challenges to be faced with effectiveness and creativity. The results aim to guide the training and experience of future teachers, helping them to plan in a timely and interdisciplinary manner, addressing real classroom problems. In conclusion, a structured and properly developed planning responds to the specific needs and contexts of students, promoting inclusive and equitable education in order to turn the teacher into an active agent capable of promoting new learning.