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

Abstract

Abstract: This study analyzes pre-professional practice as a fundamental component of teacher education, emphasizing its contribution to linking theory with real classroom practice in Basic Education. Using a quantitative, descriptive, and cross-sectional approach, the research examines micro-curricular lesson plans developed by students of the Basic Education program at the Universidad Técnica Particular de Loja, with the aim of identifying the pedagogical principles that underpin them. The findings highlight the importance of flexible, contextualized, and inclusive didactic planning aligned with the national curriculum and oriented toward meaningful learning. Furthermore, the study emphasizes the value of the ERCA methodology as an effective pedagogical strategy that promotes experiential learning, critical reflection, conceptual understanding, and practical application of knowledge, thereby strengthening autonomy, critical thinking, and ethical commitment in future teachers. Overall, this work provides relevant theoretical and methodological contributions to improving the quality of didactic planning and educational practice in real learning contexts.