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

Abstract

Abstract: This study aimed to analyze the contribution of didactic foundations to the pre-professional practicums of students in the Basic Education program at the Universidad Técnica Particular de Loja. The research was conducted using a qualitative approach, employing a phenomenological-descriptive method and a documentary research design. The technique used was document analysis, and the instrument was a document review guide applied to the sample, which consisted of the ten microcurricular lesson plans developed by students during the Practicum II course. The analysis was organized into five categories: didactic planning, methodological strategies, didactic resources, learning assessment, and didactic foundations. The results demonstrated that the lesson plans contained a sound relationship between the performance criteria skills (DCD), learning objectives, methodological strategies, didactic resources, and the steps involved in the assessment process. Similarly, the semantic application of the ERCA cycle, the use of diverse educational resources, and the incorporation of assessment strategies aligned with the expected learning outcomes and criteria were recognized, reflecting the presence of didactic foundations during the planning process.