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

Abstract

Abstract: This study aims to describe the didactic foundations of the pre-professional practicums undertaken by students in the Basic Education program, after reviewing their lesson plans and teaching resources. The research stems from the need to analyze the microcurricular design in initial teacher training, which faces the challenge of bridging the gap between abstract pedagogical theory and its practical application, thus avoiding pedagogical improvisation. Methodologically, the study employed a qualitative approach with a descriptive scope, utilizing content analysis through ATLAS.ti software to explore a sample of lesson plans. The findings demonstrated that the analyzed microcurricular planning did not explicitly define the lesson objective. Furthermore, a lack of disaggregation of skills with performance criteria and evaluation indicators was evident, revealing a notable inconsistency in the technical articulation between the applied methodologies and the selected assessment instruments. However, it is estimated that students successfully integrate pedagogical approaches such as constructivism, meaningful learning, and competency-based learning with engaging and active methodological strategies. Coherent planning was observed between objectives, strategies, and assessment criteria. The study concludes that there is a need to promote pedagogical support programs and practical curriculum design workshops to ensure technical and pedagogical alignment that transcends mere planning, transforming it into a tool for quality education. This will contribute a methodological and analytical guide that will be valuable for pre-service teachers to coherently structure their future micro-curricular plans.