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

Abstract

Abstract: The objective of this study was to describe the pedagogical foundations present in the pre-professional practicums carried out by students in the Basic Education program at the Universidad Técnica Particular de Loja. The study was conducted using a qualitative approach through a documentary analysis of microcurricular lesson plans developed during Practicum II. The information was collected using a document review guide and analyzed using content analysis, employing matrices of categories, subcategories, and indicators related to pedagogical rationale, microcurricular planning, methodological strategies, instructional resources, and learning assessment. The results show that the lesson plans are consistent with current curriculum guidelines and reflect a constructivist approach focused on meaningful learning. However, limitations were identified regarding students active participation, the contextualization of certain activities, the transfer of learning to real-world situations, and the predominant use of summative assessments. It is concluded that pedagogical principles contribute positively to the planning of pre-professional practicums; however, it is necessary to strengthen the application of active methodologies, participatory resources, and formative assessment processes that promote a more comprehensive teacher education.