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

Abstract

Abstract: The study was conducted at a public educational institution in the city of Loja, with the objective of analyzing the pedagogical principles underpinning the planning of pre-professional practice in Basic Education. The microcurricular planning, developed using the ERCA methodology to promote direct student participation and meaningful learning through real-life experiences, was adapted to a positivist paradigm, a deductive method, and a quantitative approach, allowing for a comprehensive understanding of the study's context. The sample consisted of 10 microcurricular plans, and the instruments used were observation guide #1, with 14 questions on curricular elements, and a second observation guide with 12 questions. The pedagogical principles were analyzed in depth using descriptive statistics on the data matrix. The results show that 50% of the plans included all the curricular elements, while 90% lacked clear topics and relied on traditional methodology. In conclusion, it is essential to strengthen the adaptation of the microcurricular plan to students' needs and integrate innovative teaching methodologies and strategies.