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

Abstract

Abstract: This research analyzes the pedagogical principles that underpin the planning of preprofessional practice in the Basic Education degree program. The central problem identifies a persistent disconnect between the administrative design of the practice and contemporary pedagogical trends, which limits the formation of a reflective praxis in future teachers. The main objective was to evaluate how these principles are integrated into planning to ensure an effective transfer of skills to the real classroom. The methodology was based on a qualitative descriptive approach, using document analysis and semi-structured interviews with tutors and students. The results reveal that, although there is regulatory compliance, planning tends to prioritize operational aspects over principles such as didactic transposition, attention to diversity, and experiential learning. Among the limitations, asynchronous school calendars stood out, while institutional openness facilitated access to critical data. The conclusions underscore the need to move toward a reflective practitioner model, where planning is not a static format but a dynamic tool for pedagogical mediation. This research is significant for the university institution by providing input for curriculum redesign and for society by ensuring that teachers in training have a positive impact in the educational quality of children. The study meets the objectives set, proposing guidelines that strengthen professional identity from initial training.