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

Abstract

Abstract: Instructional planning is essential in initial teacher training, as it guides the teaching-learning process during pre-professional practicums. In this context, the present study aimed to describe the instructional foundations of the pre-professional practicums carried out by Basic Education students by reviewing their lesson plans and instructional resources and to analyze the relationship between these foundations and the micro-curricular planning developed during Practicum 2, in alignment with the 2016 National Curriculum. The research adopted a qualitative approach using a descriptive-phenomenological method. Data collection involved document analysis, utilizing a review guide applied to the selected lesson plans; the data were organized into matrices and visualized through semantic networks created using ATLAS.ti software. The results revealed planning grounded in constructivist principles, a coherent methodological sequence, contextualized instructional resources, and assessment strategies aligned with learning objectives. However, areas for improvement were also identified, particularly regarding the formulation of specific objectives, the diversification of assessment processes, and the incorporation of adaptations to foster more inclusive instruction. The study concludes that a solid instructional foundation strengthens both planning and pedagogical competencies.