Pensamiento crítico en las carreras de pedagogía

Autores

  • Liliana Pedraja-Rejas Universidad de Tarapacá
  • Emilio Rodríguez-Ponce Universidad de Tarapacá
  • Francisco Ganga-Contreras Universidad de Tarapacá

DOI:

https://doi.org/10.37467/revtechno.v13.4961

Palavras-chave:

Académicos, Pensamiento crítico, Resultados educativos, Pedagogía, Formación de profesores

Resumo

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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Publicado

2023-03-15

Como Citar

Pedraja-Rejas, L., Rodríguez-Ponce, E., & Ganga-Contreras, F. . (2023). Pensamiento crítico en las carreras de pedagogía. TECHNO REVIEW. International Technology, Science and Society Review Revista Internacional De Tecnología, Ciencia Y Sociedad, 13(2), 1–15. https://doi.org/10.37467/revtechno.v13.4961

Edição

Seção

Artigos de pesquisa (monográfico)