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

Abstract

Abstract: This study aims to analyze the pedagogical principles that underpin the planning of pre-professional practice in Basic Education, as developed by students of the Basic Education program at the Universidad Técnica Particular de Loja. The research was conducted under a positivist paradigm, using a quantitative, descriptive, and cross-sectional design. The sample consisted of ten micro-curricular plans in the areas of Language and Literature and Mathematics. The deductive method was applied, employing documentary observation as the technique and two documentary observation guides as instruments. Results indicate that pedagogical principles are partially integrated into the plans, with the conceptualization and application phases of the ERCA model being the most developed, while the experience and reflection phases are less implemented. Approximately 70% of the plans appropriately included conceptualization activities, and 80% included application activities; however, around 80% showed weaknesses in the experience phase and 30% in the reflection phase, limiting the coherence and depth of learning.