Características de estudiantes con talento en la escritura académica de las licenciaturas en educación y en enseñanza del inglés
This research presents an approach to the characteristics of talent in the academic writing in university students of Education and English Teaching programs, located in the environmental and intrapersonal catalysts of Gagné's Differentiated Model of Giftedness and Talent, as well as in some re...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:dnet:gredos______::a4f9aec6a2ccdb0b3b5cf48edb9520c5 |
| Acceso en línea: | http://hdl.handle.net/10366/162794 |
| Access Level: | acceso abierto |
| Palabra clave: | academic writing catalysts talent education English teaching youngster escritura académica catalizadores talento educación enseñanza del inglés jóvenes |
| Sumario: | This research presents an approach to the characteristics of talent in the academic writing in university students of Education and English Teaching programs, located in the environmental and intrapersonal catalysts of Gagné's Differentiated Model of Giftedness and Talent, as well as in some resources for its development. It was executed with a qualitative approach, with a multiple case study design, in which four students from the Education and English Teaching programs participated. The results indicate that there are several common catalysts to all the cases: reading and writing since an early age, considering teachers as motivators of learning and writing development, preference for linguistics subjects, self-perception of ease of writing, responsibility as an essential value, as well as dedication and perfectionism. It's concluded that academic training promoted by teachers, in addition to some personal traits, are key elements for the development of talent in academic writing, given that there are very close coincidences in the case studies. |
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