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

Abstract

Abstract: This study aims to analyze the pedagogical principles underpinning the pre-professional practice planning developed by students in the Basic Education program at UTPL. It was designed within a positivist paradigm, employing a deductive method and a quantitative methodology, with a descriptive, cross-sectional research approach. A non-probabilistic, non-purposive sampling method was used, specifically convenience sampling of 10 micro-curricular plans, using a documentary observation guide. The results show a clear trend toward percentages that, closely related to deficiencies in the planning elements, demonstrate a lack of coherence between the skills and objectives to be achieved. Furthermore, the most relevant points of the ERCA learning cycle were not adequately addressed in the various principles. In conclusion, when plans lack proper organization, they fail to fulfill their purpose as a tool to help develop a quality teaching and learning process for students.