Las estrategias metodológicas utilizadas en el área de lengua y literatura en noveno año de educación básica. Estudio de caso en una unidad educativa de la ciudad de Quito

Abstract

During the research process, a problem related to the lack of coherence between lesson planning and teacher execution was identified. Improvisation in the delivery of classes generates confusion among students, who experience frustration when they do not clearly understand the learning expectations. This problem was evidenced, for example, in a debate activity for which students were misinformed and could not comply with the established. The general objective of the research is to improve the teaching-learning process in the ninth year of basic education, specifically addressing the lack of coherence and assertive communication of the methodological strategies implemented by the teacher during the preprofessional internship. The methodology used involves a qualitative approach that will allow an in-depth analysis of the implementation of the methodological strategies. Interviews, classroom observations and document analysis were used to obtain a complete view of the problem and its possible solutions. The most relevant results could include the identification of specific patterns of improvisation, students' perception of lack of clarity in instructions, and possible gaps in communication between teacher and students. Conclusions may address the importance of effective communication and consistency in planning and implementing methodological strategies. In addition, the need to provide support to the teacher in terms of professional development to improve her pedagogical skills could be highlighted. The implementation of corrective measures could have a positive impact on the quality of the teaching-learning process.