Los Estilos de Enseñanza en la Práctica Docente y su Relación con la Diversidad Cultural en Inicial

Cultural diversity is always present in preschool in Ecuador. Teaching styles should consider cultural diversity in order to have a successful teaching learning process. In this study, several preschool teaching styles were analyzed. The objective was to analyze how the teaching styles contribute to student´s integration, participation, interests, needs and speed learning considering cultural diversity. Qualitative and quantitative methodology was used. Ethnography method was used, it allowed to match many elements like observation and interviews and recreate children learning experiences. The results obtained in this study showed that academic teaching style does not consider cultural diversity during the teaching process. The active tendency teaching styles showed best results. Active tendency styles take care of cultural diversity as an opportunity to promote student’s participation, student´s motivation and improving learning opportunities. Active tendency teaching styles promote pedagogical transformations; they help to stimulate new forms of acceptance and respect of diversity.