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

Abstract

Abstract: This investigation analyzes the pedagogical principles that support the planning of the pre-professional practice, developed by students of de Basic Education career at the Technical Private University of Loja (UTPL). We use a descriptive, quantitative, cross-sectional approach with a deductive method. We analyzed ten micro-curricular lesson plans from different subject areas, selected through non-probabilistic convenience sampling. These were evaluated using two documentary observation checklists with a Likert scale: The first checklist assessed the essential curricular components according to the 2016 national curriculum, while the second analyzed the application of the ERCA pedagogical model (Experience, Reflection, Conceptualization, and Application). The results enabled the identification of both strengths and areas for improvement in the lesson plans. Although, most of the plans did not fully meet the pedagogical foundations, mainly due to a lack of alignment between the objectives and the proposed activities. This research highlights the importance of ensuring curricular coherence and strengthening teaching skills in order to improve the quality of pre-professional teaching practice and promote constructive learning.