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

Abstract

Abstract: This research focuses on the pedagogical foundations underlying the pre-professional practicum planning undertaken by students in the Basic Education program at the Universidad Técnica Particular de Loja, and how these foundations influence the coherence of the teaching-learning process. Its main objective was to analyze the principles supporting the practicum planning developed by Basic Education students and to identify the elements that confirm it. The research was conducted under a positivist, quantitative, descriptive, and cross-sectional paradigm. The sample consisted of 10 micro-curricular plans from the April-August 2024 period, from which a sample of 10 documents was selected using non-probability convenience sampling. Data collection employed the documentary observation technique, using two structured observation guides with Likert-type scales, to analyze the planning components and the pedagogical principles on which they are based. The results show that students integrate the structural elements of lesson planning, but still struggle with pedagogical articulation and the practical application of principles such as experience, reflection, conceptualization, and action. Strengthening the pedagogical training of pre-professional planning, by more consciously integrating pedagogical principles into practice, will enrich the Basic Education program. This will help identify critical issues in pre-professional practice planning and inform academic decisions that strengthen teacher training and its impact on educational settings.