Publication: Teacher education and critical thinking: Systematizing theoretical perspectives and formative experiences in Latin America
Authors
Yamith José Fandiño Parra ; Muñoz Barriga, Andrea ; López Díaz, Rodolfo Alberto ; Galindo Cuesta, Jairo Alberto
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Publisher
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DOI
http://dx.doi.org/10.6018/rie.416271
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info:eu-repo/semantics/article
Description
Abstract
Dentro del marco teórico de la formación del profesorado y el pensamiento crítico, este trabajo de sistematización de experiencias formativas buscó rastrear tendencias e identificar perspectivas en Latinoamérica a través de la recolección de datos mediante dos etapas: revisión documental y análisis de una encuesta cualitativa en línea. Los resultados sugirieron que el enfoque cognitivo predominó en la conceptualización del pensamiento crítico, asumiéndolo como un proceso de adquisición y desarrollo de habilidades mentales a trabajar mediante una formación con enfoque crítico en la lectura y la escritura. No obstante, se observó una ausencia de propuestas que abordaran asuntos actitudinales, motivacionales y emocionales.
Within the theoretical framework of teacher education and critical thinking, this work of systematization of educational experiences sought to track trends and identify perspectives in Latin America by collecting data through two different stages: a documentary review and the analysis of a qualitative online survey. The results suggested that the cognitive approach prevailed in the conceptualization of critical thinking, confirming that it is a process of acquisition and development of mental abilities, which could be developed through critical training in reading and writing. However, there was an absence of proposals that addressed attitudinal, motivational, and emotional issues.
Within the theoretical framework of teacher education and critical thinking, this work of systematization of educational experiences sought to track trends and identify perspectives in Latin America by collecting data through two different stages: a documentary review and the analysis of a qualitative online survey. The results suggested that the cognitive approach prevailed in the conceptualization of critical thinking, confirming that it is a process of acquisition and development of mental abilities, which could be developed through critical training in reading and writing. However, there was an absence of proposals that addressed attitudinal, motivational, and emotional issues.
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Citation
Revista de Investigación Educativa, RIE, 2021, V. 39, N. 1, pp. 149-167
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