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

Abstract

Abstract: Pre-professional practice is established as the central axis of teacher training, enabling the integration of theoretical constructions and educational reality. This work explains that lesson planning is a dynamic and reflective process that transcends the technical aspects to become a tool for social change. Through a critical and reflective perspective, the curricular structure and fundamental elements that ensure equitable, intercultural, and inclusive education were analyzed. The ERCA methodology is considered a constructivist strategy that fosters relevant learning through experience, reflection, conceptualization, and application. Given that this study contributes to strengthening the professional identity of future educators, equipping them to manage the classroom with ethical and social sensitivity, this ensures that teaching responds to the demands of diversity and equity in the Ecuadorian school environment, thus consolidating a pedagogical practice focused on continuously improving educational quality. In conclusion, lesson planning is considered a dynamic methodology that combines values, knowledge, and tactics, enabling future teachers to face future challenges.