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

Abstract

Abstract: This study aimed to investigate the pedagogical criteria influencing the planning of the Pre-Professional Practice (PPP) offered to students in the Basic Education program at UTPL, based on the identification of these criteria within their micro-curricula. The quantitative study adopted the positivist paradigm (descriptive and cross-sectional) and applied a deductive method to empirically verify the data. The sample consisted of plans based on the period from April to August 2024, from which ten instruments were selected in the areas of Language and Literature, Mathematics, Social Sciences, and Natural Sciences. The results indicate that most of these plans have good diagnostic assessments and a precise identification of curricular elements. Furthermore, the ERCA model was well used, particularly in the process of concept development and implementation. However, the reflective phase, especially regarding the critical evaluation after the practice, reveals limitations. Therefore, although there is clear technical management, the space for reflection needs to be strengthened to better integrate teacher professional development.