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

Abstract

Abstract:This research analyzed the pedagogical principles underpinning microcurricular planning in the initial teacher training for Basic Education at the Universidad Técnica Particular de Loja. The study arose from the need to analyze the coherence between the elements of microcurricular planning and the pedagogical principles established in the curriculum, particularly in the development of pre-professional practicums. Methodologically, it was developed using a quantitative, descriptive approach, employing documentary observation as the data collection technique. Microcurricular plans were analyzed using observation guides designed to assess the main components of the planning, as well as the application of pedagogical principles through the ERCA methodological model. The results show that, while the plans present an organized structure, difficulties persist related to the disaggregation of indicators, the definition of evaluation techniques and instruments, and the diversification of methodological strategies. In conclusion, strengthening microcurricular planning is fundamental to ensuring coherent and articulated teaching interventions with current pedagogical principles and curricular guidelines.