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

Abstract

Abstract:The pedagogical principles that guide professional practice form the basisfor ensuring coherent, learning-centered teaching processes. Therefore, the objective of this study was to analyze the pedagogical principles that underpin the planning of pre-professional practice developed by students in the Basic Education program at the Technical University Particular de Loja. The research was conducted under the positivist paradigm, with a deductive approach and a quantitative descriptive methodology with a cross-sectional design, using documentary observation of ten micro-curricular plans selected by convenience sampling. Two structured observation guides with a Likert scale were used for data collection. The results show an adequate inclusion of informative data, clear objectives, and strategies that promote participation, although weaknesses persist in the precision of skills, criteria, and indicators, as well as in the selection of resources. Therefore, there is general consistency between the pedagogical principles and the planned activities, but it is necessary to strengthen the articulation between pedagogical theory and teaching practice.