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

Abstract

Abstract: This study examines the didactic foundations present in the lesson planning of the pre-professional prácticum carried out by students in the Basic Education program at the Universidad Técnica Particular de Loja during Practicum II, a key component of teacher training. The objective was to identify how the planning produced by prospective teachers contributes to their prácticum 2 development, and to identify the didactic elements that need strengthening to improve teaching quality. The study was conducted from a qualitative perspective with a descriptive-phenomenological design, using documentary 2rácticu of a microcurricular plan implemented in the prácticum 2 pre-professional practice. To this end, a category matrix was employed to examine objectives, skills, methodological strategies, resources, and assessment in light of current theoretical and curricular references. The results indicate that the planning contains prácticum2 didactic components, although it also shows aspects that should be improved in internal coherence, methodological sequencing, and the link between theory and practice. In prácticum2, the study highlights the importance of strengthening initial teacher education through contextualized, reflective, and pedagogically grounded planning.