Principios pedagógicos que sustentan la planificación de la práctica preprofesional en educación básica

Abstract

Abstract:The present research addresses the pedagogical principles that underpin planning in pre professional practice within Basic Education. Ten micro-curricular lesson plans from the areas of Language and Literature and Natural Sciences, prepared by students of the Basic Education program at UTPL during their pre-professional practice, were thoroughly analyzed. The study highlights the fundamental role of micro-curricular planning in the teaching-learning process, becoming essential in teacher training by providing future educators with the necessary tools to ensure quality education. The investigation follows a quantitative methodological route, descriptive in nature and cross-sectional in design. It was conducted under the positivist paradigm, using a deductive method. This methodological approach enabled a structured and in-depth analysis of the lesson plans, identifying strengths and weaknesses in their coherence and pedagogical relevance. Results reveal a basic understanding of pedagogical principles in micro-curricular planning, although certain shortcomings were evident. These include the need to incorporate practical experiences, apply methodological strategies that foster critical and reflective thinking, and improve the formulation of learning objectives, performance-based skills, and evaluation indicators.