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

Abstract

Abstract: The complexity of the analysis, which aggravated the density already anticipated in the methodological design, characterized the case study, as the planning in the area of Fifth Grade Mathematics developed by the practicum student Nayeli Anahi Cajamarca Torres at the Girón Educational Unit was examined through a qualitative approach with a descriptive phenomenological method. Thus, the didactic foundations present in the pre-professional practices of the Basic Education program at the Universidad Técnica Particular de Loja were analyzed through Practicum 2, whose documentary review guide structured in three dimensions ranging from the curricular to the didactic-methodological and the evaluative was processed with ATLAS.ti software through the construction of reference matrices and semantic networks. The results evidenced a basic alignment with the 2016 National Curriculum and an incipient incorporation of constructivist principles, the ERCA cycle, and the use of digital resources, although significant gaps in pedagogical differentiation, the specificity of technological resources, the internal coherence between the class topic and the proposed skill, as well as in the diversity of formative assessment instruments, were revealed. The systematic strengthening from the teacher training spaces of UTPL, especially regarding attention to diversity, authentic assessment, and the critical use of educational technology, is concluded as necessary, since the initial didactic foundations require a formative intervention that transcends mere verification to impact future pedagogical practice.