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

Abstract

Abstract: The purpose of this study is to examine the pedagogical principles underlying the planning of pre-professional practice carried out by students in the Basic Education program at the Technical University of Loja. Using a quantitative approach, a descriptive cross-sectional design and non-probabilistic convenience sampling, ten micro-curricular plans made throughout Practicum II were used as a sample. To obtain data, two documentary observation guides with a Likert scale were implemented, aimed at evaluating the elements of planning and the integration of pedagogical principles. The results show that the plans are adequately aligned with the national curriculum. However, there are limitations in the theoretical basis, the selection of teaching strategies, and the systematic application of principles. The analysis revealed areas for improvement that could strengthen the coherence between practice and theory in teacher training. In addition, the study provides significant input for the optimization of academic support and the promotion of a pedagogical culture in the university. The analysis identified areas for improvement that could strengthen the coherence between practice and theory in teacher training. In addition, the study provides significant input for the optimization of academic support and the promotion of more sustained teaching planning within pre-professional practices.