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

Abstract

Abstract: This research analyzes the impact of the pedagogical principles underpinning the planning of pre-professional practice in Basic Education. The study is relevant because practice enables students to reflect on their learning processes and to develop professional competencies in real teaching contexts. The general objective was to analyze the pedagogical principles present in the pre-professional practice plans prepared by students of the Basic Education program at the Universidad Técnica Particular de Loja. A mixed-methods approach was employed, integrating qualitative and quantitative methods, using as the population the microcurricular plans corresponding to the academic period April August 2024, through descriptive statistical analysis. The results show that only 5% of the plans include concrete learning activities that are coherent with the selected DCDs, the available resources, and classroom diversity, while also maintaining the essential theme as an articulating axis. In conclusion, the findings indicate that trainees experience difficulties in articulating curricular elements in their planning; therefore, it is necessary to strengthen the initial training of Basic Education students.