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

Abstract

Abstract: The This study aimed to describe the didactic foundations underlying the pre-professional practices of Basic Education students by reviewing their lesson planning and didactic resources. The research employed a qualitative approach with a descriptive scope and a descriptive phenomenological method, using document analysis to examine the microcurricular plans developed by students during Prácticum II. Data were organized using content analysis and coded with ATLAS.ti software, enabling the identification of relationships between the study's categories and subcategories. The results revealed a significant presence of constructivist principles, appropriate alignment between performance-based skills and proposed activities, and a predominance of participatory methodological strategies alongside traditional didactic resources. Additionally, limited incorporation of digital resources and a lack of diversity in assessment instruments were observed. The study concludes that didactic foundations guide micro-curricular planning, the selection of methodological strategies, the use of didactic resources, and assessment processes, thereby strengthening the development of pre-professional practices that are more reflective, contextualized, and consistent with initial teacher training.