La creatividad del docente en el proceso de planificación de experiencias de aprendizaje en el Centro de Educación Inicial de Innovación UNAE, Azogues-Ecuador

Abstract

Creativity has been investigated, mostly, in early childhood stage. However, this Curricular Integration Work focused on the analysis of teacher's creativity in the process of planning learning experiences, at the UNAE Innovation Early Childhood Education Center. Due to, if the premise is that childhood manifests their creativity within freedom, it must begin at the educational level with the teachers, consenquently their capacities can be reflected on the children. The main objective is to propose experiential workshops that involve plastic expression as a contribution to the improvement of teacher’s creativity. The investigation focused on action research with a qualitative approach and under the socio-critical paradigm. The theoretical systematization guided the construction of instruments to diagnose the manifestations of teacher's creativity, which responds to the information gathering techniques: observation, interview and group discussion. Furthermore, the information analysis and data triangulation were used as analysis techniques. The results focus on the recognition of teacher's creativity in the actions carried out on the process of planning learning experiences. There are actions that encourage and to overcome barriers to teacher's creativity; the preferred option is team group. Therefore, both statements raise up the Crearte experiential workshop to reconnect teachers with their creativity as a contribution to continuous training that includes a diagnosis of the participants and their context to ensure it is relevant.