Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students
This article describes a pedagogical experience aimed at strengthening teaching practices in the instruction of writing among fifth-grade students in basic primary education. Through an initial diagnostic phase that included the analysis of texts produced by students and the administration of a ques...
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2026
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| Linkit: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3560 |
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| author | Mendoza Afanador, Ruby Estella Molano Avendaño, Luz Nélida |
| author_browse | Mendoza Afanador, Ruby Estella Molano Avendaño, Luz Nélida |
| author_facet | Mendoza Afanador, Ruby Estella Molano Avendaño, Luz Nélida |
| author_sort | Mendoza Afanador, Ruby Estella |
| collection | OJS- Educación y Ciudad |
| description | This article describes a pedagogical experience aimed at strengthening teaching practices in the instruction of writing among fifth-grade students in basic primary education. Through an initial diagnostic phase that included the analysis of texts produced by students and the administration of a questionnaire to teachers, difficulties were identified with regard to coherence, cohesion, spelling, the use of connectors, and the understanding of text structure. Based on these findings, the researchers decided to focus the intervention on the teachers, recognizing their fundamental role in guiding and mediating written composition processes. Consequently, four virtual workshops were implemented, centered on writing as a creative process, models of text production, playful strategies to encourage writing, and formative assessment through rubrics. The results reflect the perception of a potential improvement in students’ written production, manifested by the teachers and supported by examples of the strategies applied. This experience highlights the importance of contextualized teacher training, the integration of reflective and process-oriented approaches, and the articulation of creativity, critical thinking, and personal expression in writing instruction. |
| first_indexed | 2026-02-24T16:00:42Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3560 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:42Z |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-35602026-01-08T21:56:55Z Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students Propuesta de intervención didáctica para el fortalecimiento de la producción textual en estudiantes de grado quinto de educación básica primaria Mendoza Afanador, Ruby Estella Molano Avendaño, Luz Nélida estrategias educativas redacción formación de docentes escritura creativa evaluación formativa modelo procesual educational strategies writing teacher training creative writing formative assessment process model This article describes a pedagogical experience aimed at strengthening teaching practices in the instruction of writing among fifth-grade students in basic primary education. Through an initial diagnostic phase that included the analysis of texts produced by students and the administration of a questionnaire to teachers, difficulties were identified with regard to coherence, cohesion, spelling, the use of connectors, and the understanding of text structure. Based on these findings, the researchers decided to focus the intervention on the teachers, recognizing their fundamental role in guiding and mediating written composition processes. Consequently, four virtual workshops were implemented, centered on writing as a creative process, models of text production, playful strategies to encourage writing, and formative assessment through rubrics. The results reflect the perception of a potential improvement in students’ written production, manifested by the teachers and supported by examples of the strategies applied. This experience highlights the importance of contextualized teacher training, the integration of reflective and process-oriented approaches, and the articulation of creativity, critical thinking, and personal expression in writing instruction. Este artículo describe una experiencia pedagógica orientada a fortalecer las prácticas docentes en la enseñanza de la escritura en estudiantes de grado quinto de educación básica primaria. A través de un diagnóstico inicial, que incluyó el análisis de textos producidos por los estudiantes y la aplicación de un cuestionario a docentes, se identificaron dificultades relacionadas con la coherencia, la cohesión, la ortografía, el uso de conectores y la comprensión de la estructura textual. A partir de estos hallazgos, las investigadoras decidieron centrar la intervención en los docentes, reconociendo su papel fundamental en la orientación y mediación de los procesos de composición escrita. En consecuencia, se implementaron cuatro talleres virtuales centrados en la escritura como proceso creativo, los modelos de producción textual, las estrategias lúdicas para fomentar la escritura y la evaluación formativa mediante rúbricas. Los resultados reflejan una percepción de potencial de mejora en la producción escrita de los estudiantes, manifestada por los docentes participantes y respaldada con ejemplos de las estrategias aplicadas. La experiencia evidencia la importancia de la formación docente contextualizada, la integración de enfoques reflexivos y procesuales, y la articulación entre creatividad, pensamiento crítico y expresión personal en la enseñanza de la escritura. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2026-01-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3560 10.36737/01230425.3560 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3560 Educación y Ciudad; No. 50 (2025): Temática libre (enero-junio); e3560 Educación y Ciudad; Núm. 50 (2025): Temática libre (enero-junio); e3560 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3560/2560 Derechos de autor 2025 Ruby Estella Mendoza Afanador, Luz Nélida Molano Avendaño https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | estrategias educativas redacción formación de docentes escritura creativa evaluación formativa modelo procesual educational strategies writing teacher training creative writing formative assessment process model Mendoza Afanador, Ruby Estella Molano Avendaño, Luz Nélida Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title | Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title_alt | Propuesta de intervención didáctica para el fortalecimiento de la producción textual en estudiantes de grado quinto de educación básica primaria |
| title_full | Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title_fullStr | Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title_full_unstemmed | Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title_short | Didactic Intervention Proposal for Strengthening Text Production in Fifth-Grade Elementary School Students |
| title_sort | didactic intervention proposal for strengthening text production in fifth grade elementary school students |
| topic | estrategias educativas redacción formación de docentes escritura creativa evaluación formativa modelo procesual educational strategies writing teacher training creative writing formative assessment process model |
| topic_facet | estrategias educativas redacción formación de docentes escritura creativa evaluación formativa modelo procesual educational strategies writing teacher training creative writing formative assessment process model |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3560 |
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