Contributions of the teaching practice model at the Pedagogical University of El Salvador Dr. Luis Alonso Aparicio

of the initial training in Basic Education graduates

Abstract

This article examines the teaching practice carried out by student teachers in basic education at the Universidad Pedagógica de El Salvador Dr. Luis Alonso Aparicio (UPED). Three key objectives are explored: to define teaching practice in this training context, to describe the process of reflection and analysis in face-to-face teacher practice classes, and to analyze the pedagogical skills developed during initial training and their application during teaching practice. Teaching practice is defined

as an integration of theory and practice in an educational environment, which allows future teachers to apply theoretical knowledge in planning, classroom management, and assessment of learning. This process is characterized by its adaptability to specific classroom contexts, fostering a situational and dynamic approach in student training. The article highlights the fundamental role of critical reflection and analysis in face-to-face classes, where students observe, discuss, and evaluate their experiences, facilitating the continuous adjustment of pedagogical methods and strategies, which enriches teaching practice. In this way, future teachers face authentic challenges and can improve their professional performance by implementing innovative and effective pedagogical practices. It is concluded that teaching practice at UPED is a comprehensive process that combines theory, reflection and development of key skills, ensuring robust, adaptable teacher training aligned with the contemporary demands of the educational system.