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

Abstract

Abstract: The following study aims to analyze the pedagogical principles that underpin the planning of pre-professional practicums in basic education, specifically within educational institutions in Ecuador. It employed a qualitative method, utilizing interviews and document analysis. The research was conducted in a public educational institution in the province of Azuay, with supervising teachers and students completing their pre-professional practicums. These practicums were organized through the necessary mentoring and evaluation processes. During the study, lesson plans were analyzed, focusing on the principles of meaningful learning, constructivism, and personalized learning. The results indicate that these principles are generally used without difficulty, but there is a need for improvement in their practical application to enhance teaching. In conclusion, this research was used to obtain data that underscores the importance of strengthening pre-professional practicum training, helping students acquire sufficient knowledge and learn how to apply it in the classroom.