Teacher education and critical thinking: Systematizing theoretical perspectives and formative experiences in Latin America

Yamith José Fandiño Parra, Andrea Muñoz Barriga, Rodolfo Alberto López Díaz, Jairo Alberto Galindo Cuesta

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

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.

Translated title of the contributionFormación docente y pensamiento crítico: Sistematización de perspectivas teóricas y experiencias formativas en Latinoamérica
Original languageEnglish
Pages (from-to)149-167
Number of pages19
JournalRevista de Investigacion Educativa
Volume39
Issue number1
DOIs
StatePublished - 3 Jan 2021

Bibliographical note

Publisher Copyright:
© 2021 Asociacion Interuniversitaria de Investigacion en Pedagogia. All rights reserved.

Keywords

  • Critical thinking
  • Formative experiences
  • Higher education
  • Teacher education

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