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

Abstract

Abstract: This research examined the didactic foundations that guide the micro-curricular planning developed during the pre-professional teaching practices of students in the Basic Education program at the Universidad Técnica Particular de Loja (UTPL), Ecuador. The general objective was to analyze the didactic foundations present in the planning of pre-professional teaching practice within this program. The sample consisted of the micro-curricular plans prepared by the students during their pre-professional teaching practices. A qualitative approach with a descriptive scope was adopted, using documentary analysis and direct observation as the main methods. Content analysis and observation were employed as research techniques, while the instruments included a documentary analysis matrix and an observation checklist. The collected data were organized through coding processes and semantic networks. The findings revealed that the lesson plans were consistent with the guidelines of the Ecuadorian National Curriculum and incorporated pedagogical foundations related to meaningful learning, the constructivist approach, and student-centered teaching. It is concluded that preprofessional teaching practices play a fundamental role in strengthening teacher education by promoting the integration of theory and practice. However, greater institutional support and the incorporation of innovative methodological strategies are needed to enhance the quality of the teaching and learning process.