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

Abstract

Abstract:The present study aims to analyze the pedagogical principles that underpin the planning of pre-professional practice developed by students in the Basic Education degree program. The research was conducted using a qualitative-descriptive approach, with a phenomenological and interpretative orientation, which allowed for an understanding of the principles of teaching planning. The methodology employed was based on the documentary analysis of ten micro-curricular plans corresponding to pre-professional practice, using documentary observation guide one and documentary observation guide two as instruments. The results show that students incorporate pedagogical principles such as curricular coherence, contextualization, and a student-centered approach. Limitations in the systematic application of these principles within the proposed activities and strategies are identified. the analysis allowed for the recognition of strengths and weaknesses in the articulation between objectives, content, methodologies, and evaluation, the implications of these findings for strengthening initial teacher training are discussed, and recommendations are made to improve the planning of pre-professional practice, contributing relevant elements for future research and educational improvement processes.