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

Abstract

Abstract: The planning of pre-professional practice constitutes a strategic axis in initial teacher training, demonstrating the coherence between pedagogical principles and educational action in real-world contexts. This research aimed to analyze the pedagogical principles underpinning the pre-professional practice planning developed by students of the Basic Education program at the Universidad Técnica Particular de Loja. It was conducted using a quantitative approach, with a descriptive, cross-sectional design, employing the documentary observation method. Two structured guides with Likert-type scales were applied to a non-probabilistic convenience sample of ten micro-curricular plans from different areas of the national curriculum. Data analysis was performed using descriptive statistics, employing absolute frequencies, percentages, and comparisons by dimension. The main findings reveal: (a) partial application of the pedagogical principles of the ERCA model; (b) greater consolidation in the formulation of learning objectives and skills with performance criteria; (c) weaknesses in the experience and application phases. and (d) limited coherence between teaching resources, assessment and educational curricular adaptations in initial university teacher training.