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

Abstract

Abstract: The present curricular integration work aimed to analyze the pedagogical principles that support the planning of pre-professional practice developed by students of the Basic Education program at the Universidad Técnica Particular de Loja. The research was conducted under the positivist paradigm, with a quantitative approach, descriptive type, and cross-sectional design. The population consisted of micro-curricular planning documents related to pre-professional practices, from which a sample was selected using nonprobabilistic convenience sampling. Data collection was carried out through the documentary observation technique, supported by structured guides with a Likert-type scale, which allowed the identification of didactic planning elements and the pedagogical principles present in the analyzed plans. The results showed that the planning documents incorporate principles such as meaningful learning, active learning, critical reflection, and attention to diversity, aligned with the guidelines established by the Ministry of Education of Ecuador. It is concluded that the planning of pre-professional practice contributes significantly to the development of pedagogical competencies in initial teacher education.