APRENDER A ENSEÑAR A ESCRIBIR UN TEXTO DE OPINIÓN EN LA EDUCACIÓN PRIMARIA.
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| Title: | APRENDER A ENSEÑAR A ESCRIBIR UN TEXTO DE OPINIÓN EN LA EDUCACIÓN PRIMARIA. |
|---|---|
| Alternate Title: | LEARNING TO TEACH HOW TO WRITE AN OPINION TEXT IN PRIMARY EDUCATION. |
| Authors: | Casas-Deseures, Mariona1 mariona.casas@uvic.cat |
| Source: | Contextos Educativos. 2026, Issue 37, p187-204. 18p. |
| Subject Terms: | *Writing education, *Teacher training, *Primary education, *Composition (Language arts), *Literacy, *Teaching methods, *Educational innovations, Persuasion (Rhetoric) |
| Abstract (English): | Written competence is one of the main challenges in primary school education. This is the reason why new ways of approaching writing didactics in primary teacher education need to be explored. This article presents an innovation project developed with students of a degree in Education. As a part of the Language Didactics subject, they design and implement learning activities to help elementary school students learn to write an opinion text. The project is structured in several sessions over a semester, in which each future teacher works with a student to carry out the respective learning sequence individually. These sequences are designed based on the adaptation of teaching strategies resulting from several research that focuses on the didactics of written composition. For teacher training, this project allows future teachers to recognize the writing level of primary school children, design a sequence of activities to teach a specific discursive genre, implement this real sequence, and reflect on the challenges and obstacles of its implementation. For the primary educational center, this experience helps develop their pupils' writing competence, attend to them individually, provides teachers with an update on writing instruction, and offers the school new proposals to work on written expression. In conclusion, despite the limitations, the project offers a real opportunity for future teachers and connects university and school to develop their teaching identity. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La competencia escrita es uno de los principales retos en las aulas de primaria y para ello se deben explorar nuevas formas de abordar la didáctica de la escritura en la formación inicial. Este artículo presenta un proyecto de innovación docente desarrollado con estudiantes de un grado de Maestro que, en el marco de la asignatura de Didáctica del Lenguaje, diseñan e implementan una situación de aprendizaje para que alumnos de un centro educativo de Educación Primaria (EP) aprendan a escribir un texto de opinión. El proyecto se articula a través de varias sesiones a lo largo del semestre, en las que cada futura docente atiende a un alumno de EP para llevar a cabo de manera individualizada la respectiva intervención, diseñada a partir de la adaptación de dispositivos didácticos fruto de investigaciones sobre didáctica de la composición escrita. Los resultados muestran que, para la formación docente, este proyecto permite a las futuras maestras reconocer el estado de escritura de un niño de educación primaria, elaborar una secuencia de actividades para aprender a enseñar a escribir un género concreto, llevar a cabo una intervención real y reflexionar sobre los retos y obstáculos de la implementación. En cuanto al centro educativo, la experiencia ayuda a reforzar la competencia escrita de su alumnado, permite atender su diversidad, aporta una actualización de la didáctica de la escritura al equipo docente y nutre al centro de nuevas propuestas para trabajar la expresión escrita. En conclusión, a pesar de las limitaciones, el proyecto brinda una oportunidad real a los futuros maestros e imbrica universidad y escuela en la construcción de su identidad docente. [ABSTRACT FROM AUTHOR] |
| Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193918708 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: APRENDER A ENSEÑAR A ESCRIBIR UN TEXTO DE OPINIÓN EN LA EDUCACIÓN PRIMARIA. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: LEARNING TO TEACH HOW TO WRITE AN OPINION TEXT IN PRIMARY EDUCATION. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Casas-Deseures%2C+Mariona%22">Casas-Deseures, Mariona</searchLink><relatesTo>1</relatesTo><i> mariona.casas@uvic.cat</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Contextos+Educativos%22">Contextos Educativos</searchLink>. 2026, Issue 37, p187-204. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+innovations%22">Educational innovations</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasion+%28Rhetoric%29%22">Persuasion (Rhetoric)</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Written competence is one of the main challenges in primary school education. This is the reason why new ways of approaching writing didactics in primary teacher education need to be explored. This article presents an innovation project developed with students of a degree in Education. As a part of the Language Didactics subject, they design and implement learning activities to help elementary school students learn to write an opinion text. The project is structured in several sessions over a semester, in which each future teacher works with a student to carry out the respective learning sequence individually. These sequences are designed based on the adaptation of teaching strategies resulting from several research that focuses on the didactics of written composition. For teacher training, this project allows future teachers to recognize the writing level of primary school children, design a sequence of activities to teach a specific discursive genre, implement this real sequence, and reflect on the challenges and obstacles of its implementation. For the primary educational center, this experience helps develop their pupils' writing competence, attend to them individually, provides teachers with an update on writing instruction, and offers the school new proposals to work on written expression. In conclusion, despite the limitations, the project offers a real opportunity for future teachers and connects university and school to develop their teaching identity. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: La competencia escrita es uno de los principales retos en las aulas de primaria y para ello se deben explorar nuevas formas de abordar la didáctica de la escritura en la formación inicial. Este artículo presenta un proyecto de innovación docente desarrollado con estudiantes de un grado de Maestro que, en el marco de la asignatura de Didáctica del Lenguaje, diseñan e implementan una situación de aprendizaje para que alumnos de un centro educativo de Educación Primaria (EP) aprendan a escribir un texto de opinión. El proyecto se articula a través de varias sesiones a lo largo del semestre, en las que cada futura docente atiende a un alumno de EP para llevar a cabo de manera individualizada la respectiva intervención, diseñada a partir de la adaptación de dispositivos didácticos fruto de investigaciones sobre didáctica de la composición escrita. Los resultados muestran que, para la formación docente, este proyecto permite a las futuras maestras reconocer el estado de escritura de un niño de educación primaria, elaborar una secuencia de actividades para aprender a enseñar a escribir un género concreto, llevar a cabo una intervención real y reflexionar sobre los retos y obstáculos de la implementación. En cuanto al centro educativo, la experiencia ayuda a reforzar la competencia escrita de su alumnado, permite atender su diversidad, aporta una actualización de la didáctica de la escritura al equipo docente y nutre al centro de nuevas propuestas para trabajar la expresión escrita. En conclusión, a pesar de las limitaciones, el proyecto brinda una oportunidad real a los futuros maestros e imbrica universidad y escuela en la construcción de su identidad docente. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18172/con.6719 Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 18 StartPage: 187 Subjects: – SubjectFull: Writing education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Primary education Type: general – SubjectFull: Composition (Language arts) Type: general – SubjectFull: Literacy Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Educational innovations Type: general – SubjectFull: Persuasion (Rhetoric) Type: general Titles: – TitleFull: APRENDER A ENSEÑAR A ESCRIBIR UN TEXTO DE OPINIÓN EN LA EDUCACIÓN PRIMARIA. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Casas-Deseures, Mariona IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 1575023X Numbering: – Type: issue Value: 37 Titles: – TitleFull: Contextos Educativos Type: main |
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