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

Abstract

Abstract: The present research aims to analyze the pedagogical principles that support the planning of preprofessional practice in the Basic Education program, based on the ERCA model. The study was conducted under a quantitative approach with a descriptive design, using documentary analysis as the main technique and analytical guides as instruments applied to microcurricular planning developed by preservice teachers. The results show that the planning of preprofessional practice generally incorporates pedagogical principles related to concrete experience, reflection, conceptualization, and application; however, weaknesses are identified in the contextualization of activities and in the depth of some reflective processes. It is concluded that microcurricular planning grounded in clear pedagogical principles promotes meaningful learning and strengthens the professional training of future teachers, contributing to a more conscious, coherent, and relevant educational practice.