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

Abstract

Abstract: This study was conducted in the Basic Education program at Universidad Técnica Particular de Loja, with the aim of analyzing the pedagogical principles that underpin the pre-professional practicum planning developed by student teachers. The research followed a positivist paradigm with a quantitative, descriptive, cross-sectional design. Data were collected through structured documentary observation applied to a sample of ten micro-curricular lesson plans produced within Practicum II. Two Likert-scale observation guides were used to assess both the essential components of planning and the extent to which key pedagogical principles are explicitly reflected in the documents. Findings indicate that the plans generally show coherence among learning objectives, curricular skills, learning activities, and assessment criteria; however, weaknesses persist in the explicit integration of principles such as critical reflection, contextualization, and attention to diversity. The study concludes that teacher education processes should strengthen the operationalization of pedagogical principles so they become systematic, visible, and verifiable within practicum planning.