Pedagogical practices in teacher training: from the didactic axis

The initial teacher training is a process that aims to develop competencies related to didactic knowledge to exercise professional practice, the subjects in training must develop a series of skills specified in didactic proposals, above all, taking into account the needs and students' interests, transforming theoretical knowledge into practical knowledge. The objective of this work is to formulate guidelines that promote professional pedagogical practice in teacher training for didactic exercise in the Bachelor's Degree in Early Childhood Education; based on the approaches of authors such as: Garcia Garcia (2018), Feo Mora (2011), Ministry of National Education. (2016), among others. From the methodological stance, the qualitative approach was assumed, supported by the phenomenological interpretive paradigm and for the analysis of the findings it was based on the grounded theory and its continuous comparative method. The results reflect the need to visualize professional pedagogical practices from the didactic axis in order to qualify said process, as a fundamental part of the initial teacher training; as it reflects the understanding and application of practical and methodological knowledge. Regarding the theoretical assumptions, they must be direct components included in the curriculum of higher education institutions.