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

Abstract

Abstract: This research analyzes the disconnect between didactic foundations and the micro-curricular planning developed during pre-professional practicums; the study aims to describe the didactic foundations used in micro-curricular planning and to analyze the resources employed. It adopts a qualitative approach and a descriptive phenomenological method, utilizing a document review guide to analyze the planning; the sample consisted of a micro-curricular plan for the Language and Literature subject area. Didactic foundations serve as the central pillars of planning, guiding teaching methods through the approaches, principles, methodologies, and resources selected and used by the teacher during the teaching-learning process. Key findings indicate that the planning is grounded in the constructivist pedagogical approach, active learning, and the critical thinking model s didactic sequence (ADC); however, evidence reveals poor internal alignment of curricular elements, irrelevant activities, limited resources, and a deficient assessment process. It is essential to strengthen the skills and capabilities of teachers-in-training to enable them to create coherent micro-curricular plans that foster a meaningful educational environment.