Pensamiento crítico en las carreras de pedagogía
DOI:
https://doi.org/10.37467/revtechno.v13.4961Palavras-chave:
Académicos, Pensamiento crítico, Resultados educativos, Pedagogía, Formación de profesoresResumo
Este artículo tiene como objetivo realizar una revisión sobre las variables: características del cuerpo académico, desarrollo del pensamiento crítico en los estudiantes y resultados educativos, con el fin de establecer, desde una perspectiva conceptual y empíirica relaciones entre estas variables. Para esto, se recurre a fuentes secundarias, preferentemente a artículos de discusión teórica y a estudios empíricos de revistas de corriente principal. Como resultado de la investigación, se construye un modelo que relaciona, tanto directa como indirectamente, a las características del cuerpo académico, desarrollo del pensamiento crítico en los estudiantes y resultados educativos en la formación inicial docente.
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