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

Abstract

Abstract: This study was conducted at the Universidad Técnica Particular de Loja (UTPL), within the Basic Education program. The main purpose of the research was to analyze the formative reasoning that underpins the micro-curricular lesson plans developed by pre-service teachers. Specifically, the study aimed to examine the pedagogical principles present in these plans, identify their most relevant components, and relate these criteria to the instructional strategies implemented. Regarding the methodology, the research employed a quantitative, descriptive, and cross-sectional design, using a deductive method and a non-experimental approach. The sample was non-probabilistic by convenience and consisted of ten (10) micro-curricular lesson plans corresponding to various areas of the 2016 National Curriculum. Data collection was carried out through two (2) document observation guides based on a Likert scale, which were previously validated to ensure clarity and relevance. The results highlight the need to strengthen training in didactic planning, particularly in the coherent application of pedagogical principles that should guide the professional practice of future teachers.