La planificación de la práctica preprofesional y sus principios pedagógicos en la carrera de Educación Básica

Abstract

Abstract: This study investigates the use of didactic foundations in microcurricular lesson plans by Basic Education students at the stage of the pre-professional practicum. It starts from the hypothesis that microcurricular designs are essential teaching tools to support the teaching-learning process by articulating its elements. The research was conducted with a qualitative approach, and a phenomenological design with a descriptive scope was applied. It aimed to identify the ways pre-service teachers include didactic aspects into their lesson plans. The lesson plan of the Natural Sciences course, developed in Practicum 2, was the selected unit of analysis. Relevant information was collected through document analysis and textual coding. Findings indicate that the interns include some educational theories and active teaching strategies and contextual evaluation instruments. However, some gaps appeared in the structure of the didactic sequence, the definition of lesson goals, and the provision of final feedback. The study shows that the incorporation of didactic bases occurs in a limited way, thus the need to improve planning competencies in the context of the university formation stage is evident.