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

Abstract

Abstract: Incorporating didactic principles into pre-professional practicums is essential for strengthening the training of future Basic Education teachers; however, there are limitations regarding the alignment between micro-curricular planning and the 2016 National Curriculum. This research aimed to describe the didactic principles present in pre-professional practicums by analyzing lesson plans and their associated didactic resources. The study employed a qualitative approach and a descriptive phenomenological method, using document analysis as the research technique. The population consisted of students from the "Practicum 2" course at the Universidad Técnica Particular de Loja, and the sample was selected through purposive sampling of micro-curricular plans. The results demonstrated coherence among objectives, performance-based skills, and assessment methods, although opportunities for improvement were identified regarding the contextualization of didactic strategies and the strengthening of critical thinking. The study concludes that analyzing lesson plans through semantic networks fosters improvements in both pre-professional practicums and teacher training.