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

Abstract

Abstract: This research stems from the need to understand the incorporation of pedagogical principles into the pre-professional practices of students in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL), given their importance in strengthening the relationship between theory and teaching practice. The purpose was to detail the pedagogical principles present in microcurricular plans by studying these documents and the instructional resources used. A qualitative approach with a descriptive phenomenological method was applied. The sample consisted of a microcurricular plan for Practicum 2, selected through purposive sampling. The information was compiled through a literature review and analyzed using content analysis techniques, including coding and categorization methods. The findings revealed the presence of constructivist approaches, active methodologies, relevant teaching resources, and coherent assessment strategies, all of which benefit pedagogical planning. It is concluded that didactic foundations enhance initial teacher education by promoting reflective, inclusive, contextualized practices aimed at improving educational quality.