Representaciones sobre el desarrollo del pensamiento crítico en maestros en formación

Gustavo Alonso González Valencia, Solbey Morillo Puente

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

This article presents the results of a quantitative investigation on social representations about the development of critical thinking of a group of teachers in training (n=41). The teaching of social sciences was taken as reference in the construction of these representations. Results show that the representations take on the development of this type of thinking as something that is not innate in students and that the teacher has an important and central role in the control of the group and the information. The answers to the items of thought development do not show statistically significant differences by gender, semester or by having taken an introductory course and having allowed for the social representation of this group whose common element was to be students of a teacher training program.

Título traducido de la contribuciónRepresentations on critical thinking development in teachers in training
Idioma originalPortugués
Número de artículo0086
PublicaciónRevista Brasileira de Educacao
Volumen23
DOI
EstadoPublicada - 2018

Palabras clave

  • Social representation
  • Social sciences
  • Teacher training
  • Teaching strategies
  • Thinking skills

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