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

Abstract

Abstract: This research focuses on analyzing the pedagogical principles that underpin the planning of pre-professional practicums in Basic Education. The general objective was to examine the pedagogical principles present in the pre-professional practicum plans developed by students of the Basic Education program at the Universidad Técnica Particular de Loja. The study was conducted at this higher education institution, specifically within the Practicum II academic component, during the April August 2024 academic period. It comprised ten micro-curricular plans covering different areas of the national curriculum. Methodologically, the research was situated within the positivist paradigm, with a quantitative, descriptive, and cross-sectional approach. Documentary observation was used as the data collection technique, and two structured observation guides with a rating scale were applied as instruments. The results show that the plans implement the required formal components; however, they exhibit weaknesses in the pedagogical articulation of the ERCA model principles, particularly in the processes of reflection and application of knowledge. It is concluded that strengthening microcurricular planning is fundamental.