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

Abstract

Abstract: This study examines the pedagogical principles that underpin the development of preprofessional practicum planning for students in Basic Education, with the aim of determining how these principles are implemented in the micro-curriculum and guide pedagogical action in real classroom contexts. The study employed a quantitative, descriptive, and cross-sectional approach, using documentary observation as the primary technique for analyzing ten micro-curricular plans from different subjects within the National Curriculum for Basic General Education. The results indicate that the curricula present the structural components stipulated by the national standard and demonstrate progress in the sequencing of content in a manner consistent with the principles of the ERCA (Educational Relevance and Quality Assurance Framework). The study highlights active student participation, reflection on the experience, conceptualization of learning, and its application to real-world situations. However, several shortcomings were identified in the curricula, such as the lack of conditions regulating assessment and contextualization of activities, among others, thus confirming the need to strengthen the planning process.