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

Abstract

Abstract: This study analyzes the pedagogical principles underpinning the planning of pre-professional practicums in Basic Education at the Universidad Técnica Particular de Loja. The methodology involves analyzing data using descriptive statistics. The overall objective was to examine the pedagogical principles in the lesson plans, identifying strengths and weaknesses in relation to the guidelines of the Ministry of Education and the ERCA model. The research was cross-sectional with a quantitative and descriptive approach. The sample consisted of ten lesson plans selected through non-probability convenience sampling. Documentary observation was used, employing two Likert-type scales. Data were analyzed using descriptive statistics. The results partially comply with official guidelines; however, the objectives are not adequately aligned with the activities nor connected to the final evaluation. Furthermore, there is a scarcity of resources, and curricular adaptations are nonexistent. In short, there is good intention, but there is still a long way to go before everything is properly aligned. The need to strengthen teacher training and optimize the coherence among the elements of the lesson plans is evident.