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

Abstract

Abstract: This degree project was conducted in the Basic Education program at the Universidad Técnica Particular de Loja. Aiming to analyze the pedagogical principles that underpin pre-professional internship planning. The paradigm of the research adopted was positivist, based on a deductive approach, and quantitative, descriptive, cross-sectional methodology. The sampling was non-probabilistic, non-intentional and comprised 10 lesson plans prepared by the students in the course of their pre-professional internship in the fields of Language and Literature, Mathematics, and Natural Sciences. The analysis was conducted using two observation records with a total of 26 evaluation criteria. Findings indicate that micro-curricular planning factors were not well taken into consideration and pedagogical principles were not addressed properly. Based on the results, a lack of coherence between pedagogical principles and planning was identified, which prevents the provision of comprehensive and quality education. This study highlights the importance of understanding the principles involved in micro-curricular planning and the proper implementation of the ERCA methodology, in order to promote active and meaningful learning.