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 pre-professional practice planning within the Basic Education program at the Universidad Técnica Particular de Loja. The results are based on a review of 10 micro-curricular plans from various areas of the National Curriculum across three sublevels. High performance levels were observed in core concepts (80%) and learning goals (70%), as well as in skills with performance criteria, which reached 80%. However, weaknesses were noted in informative data (10%), the use of appropriate resources (20%), and evaluation instruments and techniques (5%). Regarding the ERCA model, conceptualization and experience reached 100%, and active processing was high at 70%; However, reflective observation showed a more moderate result at 50%. This study contributes to the field of educational research by offering a descriptive overview of current practices and highlighting key areas for improvement in teacher training.