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

Abstract

Abstract: Initial teacher education requires that pre-professional practices be developed on solid didactic foundations that coherently guide the planning, implementation, and assessment of teaching and learning processes. However, it is necessary to examine how these foundations are reflected in the micro-curricular lesson plans prepared by students of the Basic Education program. The objective of this study was to describe the didactic foundations of pre-professional practices through the analysis of lesson planning and instructional resources. The research adopted a qualitative approach, based on an interpretative design and a descriptive phenomenological method. The study population consisted of students from the Basic Education program at the Universidad Técnica Particular de Loja, while the sample comprised one micro-curricular lesson plan selected through purposive sampling. Data were collected using a document review guide and analyzed with ATLAS.ti software. The findings revealed a coherent relationship among learning objectives, teaching strategies, instructional resources, and assessment processes, in accordance with the Ecuadorian National Curriculum (2016). It is concluded that didactic foundations constitute the core element that strengthens lesson planning and contributes to the development of coherent and meaningful pre-professional teaching practices.