Principios pedagógicos que sustentan la planificación de la práctica preprofesional en educación básica

Abstract

Abstract:This study analyzes the pedagogical principles underpinning the planning of pre professional practice in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL). Using a descriptive quantitative approach, 10 microcurricular plans were analyzed through documentary observation and two observation guides with Likert scales. The results show a partial integration of pedagogical principles and mandatory curricular elements, but significant weaknesses persist in the contextualization of learning experiences, the depth of critical reflection, and the generation of abstract and transferable knowledge. The study concludes that the application of the ERCA model is deficient and the teaching resources are not properly contextualized, affecting the coherence and formative potential of the plans. The study emphasizes the need to strengthen training in the design of reflective and contextualized teaching activities for future teachers, thereby ensuring meaningful and high-quality learning.