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

Abstract

Abstract: This research reports on the study which we designed to investigate the pedagogical principles which inform the design of pre-professional practice in the Basic Education program at the Universidad Técnica Particular de Loja. We took a quantitative cross-sectional approach which is in the positivist tradition and for the sample we used non probabilistic nonintentional sampling. The sample included ten micro curricular plans from the 2016 National Curriculum which we looked at from different areas of study (Language and Literature, Social Sciences, Mathematics and Natural Sciences). What we found is that mostly what we analyzed via observation which we did using two observation tools is that most micro curricular plans put forward pedagogical principles that put large emphasis on cognitive and emotional input. This work adds to the body of knowledge related to teaching practices, which in turn supports the pre professional growth of the future teachers by way of presenting to them strategies which they may use to improve the teaching learning processes also which in turn sees traditional education being adapted to new pedagogical methods. Also, this research puts forth the design of activities which are tailored to academic need which in turn we hope will improve academic performance, motivation, reflection and cognitive skills in students and in that way improve the quality of education.