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

Abstract

Abstract: The planning of pre-professional practice constitutes a fundamental axis for the quality of teacher training in Basic Education. The objective of the study was to analyze the pedagogical principles that support the planning of pre-professional practice developed by students of the Basic Education program at the Private Technical University of Loja. The research was developed with a quantitative, descriptive and cross-sectional approach, using the documentary observation method. Observation guides were used as instruments, applied to a non-probabilistic sample of ten microcurricular plans from different areas of the national curriculum. Data analysis was carried out using descriptive statistics, using frequencies and percentages. The findings showed: (a) partial presence of pedagogical principles; (b) predominance of the principle of experience over conceptualization; (c) misalignment between objectives, activities and evaluation criteria; and (d) irregular application of the ERCA methodology. The differential value of the study lies in providing evidence to strengthen initial teacher training, guide pedagogical support processes and support institutional decision-making aimed at improving curricular planning and sustainable educational quality.