Contribución de los fundamentos didácticos en la planificación de las prácticas preprofesionales de la carrera de Educación Básica

Abstract

Abstract: Initial teacher training requires an effective articulation between the theoretical foundations of didactics. This research analyzed the contributions of didactic foundations to the planning of pre-professional practicums for students of the Basic Education program at the Universidad Técnica Particular de Loja. The study was based on a qualitative approach, an interpretive design, and a descriptive phenomenological modality. Content analysis was used for a documentary review of the microcurricular plans for Practicum II. A documentary observation guide was used to gather information, along with reference matrices of dimension, category, subcategory, and indicator, which facilitated the systematic analysis of the coherence of pedagogical approaches, performance criteria, methodological strategies, teaching resources, and evaluation processes with the current National Curriculum. The results indicate that the plans are fundamentally constructivist, competency-based, and active. It is concluded that the planning of pre-professional practices constitutes a fundamental tool for initial teacher training, allowing students to make conscious, contextualized pedagogical decisions aligned with the didactic and curricular principles of Basic Education.