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

Abstract

Abstract: This research analyzes the quality and coherence of micro-curricular planning in initial teacher training, focusing on the integration of the pedagogical principles of the experiential learning model. Through a quantitative approach with a descriptive scope, pre-professional practice plans were evaluated using a documentary observation sheet. The results demonstrate optimal compliance in informative data and final practical application; however, critical weaknesses were identified in the initial phases of concrete experience and reflective observation, limiting the development of critical thinking and the construction of grounded concepts. The study concludes that there is a disconnection between technical regulations and deep pedagogical mediation, suggesting the need to strengthen didactic design to ensure meaningful learning. This work provides a fundamental diagnostic basis for improving degree processes and educational practice at the Basic Education level, guaranteeing teaching aligned with the needs of the current educational system.