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

Abstract

Abstract: This paper addresses the pedagogical principles that guide and underpin professional practices in basic education, highlighting their importance in the training of future teachers. These principles promote learning centered on theory and practice, the integration of theory and practice, critical reflection on teaching practices, and attention to diversity. They also emphasize meaningful learning, active participation, contextualized teaching, and the development of professional competencies necessary to meet the demands of the educational environment. The pre-professional teaching practice is a formative experience that allows future teachers to apply their theoretical knowledge in real teaching contexts, under the supervision of tutors and mentors. According to Mendoza (2020) and Mendoza Moreira (2020), this practice is characterized as a formative and progressive process that unfolds in various stages; it links theory with practice through critical reflection; it takes place in real educational settings; and it includes teacher support. Furthermore, it contributes to the development of essential professional competencies such as planning, classroom management, assessment, pedagogical communication, collaborative work, and conflict resolution. According to Kolb, concrete experience is the first phase of the experiential learning process, where the student participates directly in real and meaningful situations, which enriches understanding and allows the application of content in authentic contexts.