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

Abstract

Abstract:The study titled Pedagogical principles supporting the planning of professional practice in Basic Education was conducted at the Universidad Técnica Particular de Loja. Its main objective consisted of analyzing the theoretical and methodological foundation of micro-curricular planning. Methodologically, the research adopted a positivist paradigm, under a quantitative descriptive approach with a cross-sectional design. It worked with a sample of 10 plans from the academic period April-August 2024, selected through a convenience sampling. The techniques included standardized observation forms analyzed statistically. The findings revealed that, although the formal institutional structure is fully met, critical gaps remain in the execution of the ERCA cycle and a low implementation of innovative didactic resources. It was detected that the lack of reflective mediation limits the real impact on meaningful learning. Therefore, it is concluded that it is essential to strengthen pedagogical skills so that planning is not a simple administrative task, but a strategic tool that guarantees academic quality and warmth in teaching. Finally, this work provides specific technical recommendations for institutional professional teacher development.