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

Abstract

Abstract: This thesis, entitled Pedagogical Principles Underlying Pre-professional Practice in Basic Education, aims to analyze the pedagogical principles underlying the planning of preprofessional practice carried out by students studying Basic Education at the Technical University of Loja. The study was conducted using a quantitative approach, with a descriptive and cross-sectional scope. Documentary observation was applied to ten micro-curricular plans for Language and Literature, Mathematics, Social Sciences, and Natural Sciences. Data collection was carried out using two observation guides with fourteen criteria for planning components and twelve criteria for pedagogical principles associated with the ERCA model. The records showed that 80% of teachers strongly agreed with the integration of knowledge, as well as 80% strongly agreeing with symbolic means and the integration of knowledge, along with 100% strongly disagreeing with the generating theme and 100% strongly disagreeing with curricular adaptations. In conclusion, partial correspondences between principles and components were noted, and it was recommended to integrate the generating theme, resources, and curricular adaptations in line with the ERCA phases.