Aplicación de la estrategia narrativa en el proceso de enseñanza aprendizaje del nivel de educación elemental

This study examinates the used of narrative strategies by 35 teachers in eight elementary schools in Quito. From a methodological standpoint, the investigation is descriptive in nature, with a field design and a quantitative focus, as well as data collection techniques such as using a questionnaire and data analysis techniques such as descriptive statistic. A quantitative survey was administered to the subjects. According to the results, most of the investigated used oral and written reports as teaching strategies. Despite the contributions of narrative to the development of oral expression, communication, and the production of short text, a significant proportion of the population does not use it. Taking all the preceding into consideration, it is concluded that there is a limited used of narrative as teaching strategy for the snivel element in the context under investigation. It results in limiting the development of oral expression and other communication skills during an early stage.