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

Abstract

Abstract: This study aims to analyze the pedagogical principles that underpin the micro-curricular planning carried out by students of the Basic Education program at the Universidad Técnica Particular de Loja, identifying its main elements and the relationship between theory and practical implementation. A quantitative, descriptive, and cross-sectional approach is applied, based on the positivist paradigm and the deductive method, using documentary observation and two structured Likert-scale guides administered to a convenience sample of ten lesson plans. The results revealed a profound disconnection between the foundations of experiential learning and pedagogical practice, due to the absence of authentic experiences, limited reflection, weak conceptualization, and scarce practical application within the ERCA cycle. Likewise, deficiencies were found in the formulation of objectives, the lack of transversal axes, limited innovation in resources, and the absence of disaggregation of DCD and indicators, despite adequate compliance with evaluation criteria. The findings confirm the misalignment between theory and practice that compromises the quality of the training process and highlight the urgent need to strengthen teacher preparation in the design of meaningful experiences, curricular coherence, and relevant evaluation.