Perceptions and Educational Experiences in Teacher Education and Critical Thinking
The purpose of this research article is to disseminate the results of the project entitled: El desarrollo del pensamiento crítico en la formación docente: experiencias educativas innovadoras de los docentes de la Facultad de Ciencias de la Educación en la Universidad de La Salle. This study sought t...
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| Main Authors: | , , |
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Subjects: | |
| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2872 |
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| Summary: | The purpose of this research article is to disseminate the results of the project entitled: El desarrollo del pensamiento crítico en la formación docente: experiencias educativas innovadoras de los docentes de la Facultad de Ciencias de la Educación en la Universidad de La Salle. This study sought to analyze the configuration of teachers' educational experiences for the formation of critical thinking through a methodology of an exploratory and descriptive nature. On that basis, it first sought to characterize the perceptions of teachers and students of the faculty regarding critical thinking and its formation. Subsequently, it was proposed to understand how teachers' educational experiences in this field are configured to finally establish pedagogical and didactic implications as a contribution to university educational contexts. Data collection was done through online questionnaires and a focus group. Among the most relevant results, we found the influence of the cognitive perspective in the conceptualization of critical thinking, derived from the multiplicity of theoretical proposals that classify a series of complex and basic skills involved in the formation of this process. Regarding educational experiences, the relationship between pedagogical knowledge and educational practice predominated, based on the articulation of critical thinking with action. |
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