La planificación de la práctica preprofesional y sus principios pedagógicos en la carrera de Educación Básica

Abstract

Abstract: Pre-professional teaching practices constitute a fundamental stage in the training of future teachers, as they provide opportunities to apply didactic principles in the planning of the teaching and learning process. In this context, the objective of this research was to describe the didactic foundations present in the pre-professional practices of students in the Basic Education program at the Universidad Técnica Particular de Loja, based on the analysis of a microcurricular lesson plan and the didactic resources used. The study responds to the need to understand how future teachers incorporate didactic foundations into their planning processes during Practicum II. The research was conducted using a qualitative approach, following the phenomenological-descriptive method. The population consisted of students enrolled in the Basic Education program, while the sample comprised a microcurricular lesson plan from the Natural Sciences area, analyzed through referential matrices and semantic networks. The findings revealed constructivist and participatory pedagogical approaches, as well as a relationship between didactic foundations and the organization of the lesson plan. These findings show that these didactic principles play an important role in guiding lesson planning and strengthening the initial training of future teachers.