Experiencias sobre la enseñanza de la escritura creativa de docentes de segundo a séptimo de Básica

Abstract

Currently, creative writing is considered a fundamental tool in the comprehensive development of students, as it contributes to enhancing creativity, imagination, personal expression, and cognitive skill development. However, this subject was integrated into the curriculum without the corresponding teacher training, which has led to difficulties for many Primary Education teachers in effectively implementing this practice. The main objective of this research was to analyze the experiences of teachers regarding how to teach creative writing. The study was conducted using a qualitative approach, with semi-structured interviews administered to 20 teachers from two educational institutions in the city of Cuenca. The analysis was based on three categories: planning, lesson delivery, and assessment. Among the key findings, it was evident that while teachers value creative writing and regularly incorporate it into their lesson plans with various objectives, many lack formal training in how to teach it. The most common activities employed in teaching creative writing include character creation, completing stories, and imitating models. The primary form of assessment used is rubrics; however, the evaluation criteria remain unclear. The main challenges identified include students' creative blocks, limited resources, and the absence of clear teaching strategies. It is concluded that creative writing is being taught in an intuitive manner.