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

Abstract

Abstract: This curricular integration project examines the contribution of didactic foundations to preprofessional practices in the Basic Education program, highlighting their role as a bridge between theoretical knowledge and real educational contexts, using a descriptive phenomenological approach, the study analyzed the legal frameworks that regulate preprofessional practices, the curricular planning models applied in schools, and the methodological strategies used by future teachers. The findings reveal that pre-professional practices not only strengthen pedagogical competencies but also foster critical reflection, creativity, and the construction of meaningful learning experiences. Curricular planning was identified as a key tool for organizing the teaching-learning process, while methodological strategies and didactic resources proved essential to encourage student participation and motivation. Finally, the research concludes that the integration of theory, planning, and practice is decisive for consolidating graduate profile in Basic Education. This integration prepares future teachers to face the challenges of the educational system with responsibility, sensitivity, and innovation, ensuring comprehensive training that responds to both academic and social demands of the teaching profession.