Enseñanza del pensamiento crítico entendida por un grupo de formadores de maestros/as
DOI:
https://doi.org/10.37467/revhuman.v11.3927Palavras-chave:
Pensamiento crítico, Destrezas, Disposiciones, Aprendi, Ambientes de aprendizaje, Formación de docentes, Educación superiorResumo
El pensamiento crítico es uno de los objetivos generales de la educación, pero poco se conoce acerca de cómo se puede trasladar al aula. Este estudio explora la conceptualización de pensamiento crítico de los formadores/as de maestros/as y los ambientes de aprendizaje que diseñados para promoverlo. Se analizaron cinco entrevistas semiestructuradas a formadores/as de maestros/as mediante análisis de contenido. Los resultados mostraron que el pensamiento crítico se aborda implícitamente fomentando un aprendizaje activo contextualizado en problemas de la vida real. Este estudio revela algunos desafíos relacionados con el diseño de ambientes de aprendizaje y procedimientos de evaluación.
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