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

Abstract

Abstract: This qualitative study, which employs a descriptive phenomenological design, evaluates the impact of theoretical and methodological foundations on the training of future teachers in the basic education program at UTPL. Centered on the analysis of microcurricular planning, the study aims to examine its internal coherence, pedagogical objectives, performance-based skills, and assessment processes in relation to the 2016 national curriculum. The didactic foundation serves as the essential bridge that coherently links university theory with real-world classroom practice, guiding the selection of active methodological strategies through the implementation of appropriate resources, and examining how students design their lesson plans and whether these plans meet the requirements for a meaningful class. The study aims to demonstrate whether there is methodological mastery and pedagogical competence, since planning should not be viewed as an administrative requirement but rather as an active tool that enables educators to respond with flexibility, innovation, and empathy to real-world demands.