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

Abstract

Abstract: This Curricular Integration study analyzes the pedagogical principles that underpin the microcurricular planning of pre-professional practice in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). The research was conducted using a quantitative, descriptive, and cross-sectional approach, which made it possible to obtain a systematic overview of the current state of microcurricular planning implemented by student teachers in their professional practice The sample consisted of ten microcurricular planning documents developed by pre-service teachers, which were analyzed through observation guides designed to assess essential components of the educational process. These components included the formulation of learning objectives, skills with performance criteria, methodological strategies, didactic resources, assessment procedures, and the proper integration of the ERCA pedagogical model (Experience, Reflection, Conceptualization, and Application). The main contribution of the study lies in identifying strengths related to the conceptualization of learning objectives and practical execution aligned with the national curriculum. However, significant shortcomings were also identified in the processes of data collection and articulation, as well as limitations in the implementation of formative assessment during teaching practice. Based on these findings, improvements are proposed for teacher training courses and programs to ensure alignment with the current Ecuadorian curriculum and to promote meaningful, contextualized, and relevant learning. This study highlights microcurricular planning as a key tool to reduce pedagogical improvisation and strengthen professional competencies in future Basic Education teachers.