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

Abstract

Abstract: This study examines the contribution of didactic foundations to the pre-professional teaching practices of students in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL) through the analysis of a micro-curricular lesson plan in the Mathematics area focused on teaching hundreds using the number line. The objective of the study was to describe the didactic foundations present in the lesson plan and to assess their relationship with the teaching-learning process. The research was conducted using a qualitative approach based on the descriptive phenomenological method, with documentary analysis as the data collection technique. Data were collected through a documentary review guide, analysis matrices, and semantic networks developed using ATLAS.ti software. The findings reveal a lesson plan that is strongly aligned with the constructivist approach and a didactic approach based on the ERCA learning cycle, demonstrating clear consistency with Ecuador's 2016 National Curriculum. Ultimately, the didactic foundations not only provide structure for micro-curricular planning but also promote more reflective, organized, and context-sensitive teaching practices that respond to the real needs of the school environment.