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

Abstract

Abstract: This thesis addresses the pedagogical principles that underpin the planning of pre-professional practice in Basic Education, with the aim of analyzing the pedagogical principles that underpin the planning of pre-professional practice developed by students in the Basic Education program at the Technical University of Loja. The study was conducted at the Technical University of Loja during the academic period from April to August 2024, using a positivist paradigm, which follows a quantitative approach, deductive method, and descriptive cross-sectional design. The sample consisted of ten microcurricular plans from different areas of the 2016 National Curriculum, selected through non-probabilistic convenience sampling. The technique used was documentary observation, and the instruments applied were two structured observation guides with a Likert scale. The results show that the pedagogical principles of the ERCA model are partially present in microcurricular planning, highlighting advances in the concrete experience and conceptualization phase, but weaknesses in reflection and application, which limits the strengthening of the educational process.