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

Abstract

Abstract: This research analyzes the basic guidelines for planning the pre-professional practice developed by students of Basic Education at the Universidad Técnica Particular de Loja, with the aim of contributing to the improvement of initial teacher training. A quantitative methodology was applied, under a positivist approach and a non-experimental, descriptive, and correlational design. Document analysis was carried out using an evaluation matrix applied to microcurricular planning from different areas of the National Curriculum. The results indicate that students demonstrate an adequate command of skills with performance criteria, learning objectives, and evaluation criteria. However, weaknesses were identified in the coherence of learning activities, the use of teaching resources, and the comprehensive application of the ERCA model, particularly in the reflection and application phases. The study provides relevant information to strengthen pre-professional practice planning and to promote clearer, more coherent teacher training aligned with the National Curriculum and pedagogical principles.