SUMMARY
By: Alexander Pintado Reyes
alexanderpintado_r@hotmail.com
Creativity is
one of the essential basis on which modern education should depend on. The
development of creativity concerning the curricular planning of the Educational
Institutions for the process of a developing learning and teaching process and
with it, the comprehensive training of students, is one of the challenges the
Peruvian pedagogy must face. In this sense, the research addresses the need for
developing creativity amongst teachers in order to perfect the process to
design the institutional curricular project, to perfect its ways of performing
and to achieve high results concerning the quality of the students’
learning.
The object of
study lies on the development of creativity amongst teachers of elementary
school. The main goal of this work is addressed to the creation of a training
strategy for the development of creativity amongst teachers of Elementary
School from the design of the institutional curricular project, which supports
the perfection of their professional and human performance, corresponding the
current transformations the education endures.
The scientific
novelty of the work can be found in the applicability of the strategy that is
proposed based on theoretical, methodological and pragmatic perceptions with a
comprehensive and interdisciplinary approach that contributes to the
development of creativity of teachers starting from the design of the
institutional curricular project according to its specific context.
Its essential
input consists of offering a strategy of training that helps the development of
creativity amongst teachers in order to perfect the design of the institutional
curricular project, which can be appropriate to the different contexts and the
individual peculiarities of people.
In the course
of the research’s development several methods were used, such as: empirical,
theoretical and statistical methods on the analysis and processing of
information. The effectiveness of the proposal was confirmed, through the
specialists’ criteria and it can be concluded that it is suitable, valid and
factual due to the theoretical-pragmatic nature of the designed actions that
support the training strategy and ways to make it effective during the
implementation stage.
