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

Abstract

Abstract: Initial teacher training requires processes that integrate theory and practice to strengthen the professional competencies of future educators; pre-professional practicums serve as an essential setting for demonstrating the application of didactic principles in real educational environments. This study aims to describe the didactic principles present in the planning of pre-professional practicums carried out by Basic Education students, through an analysis of micro-curricular plans and didactic resources. The research employed a qualitative, descriptive, and documentary approach based on the descriptive phenomenological method; data were obtained via a document review of a micro-curricular plan developed during "Practicum 2." The results revealed the presence of didactic principles consistent with constructivist and meaningful learning approaches reflected in the alignment of objectives, methodological strategies, didactic resources, and assessment processes thereby fostering contextualized and participatory learning experiences. It was concluded that micro-curricular planning integrates theory with practice, strengthening the development of pedagogical competencies and the professional profile of future Basic Education teachers.