Teacher education and critical thinking: Systematizing theoretical perspectives and formative experiences in Latin America
Abstract
Within the theoretical framework of teacher education and critical thinking, this work of systematization of educational experiences sought to track trends and describe perspectives in Latin America through documentary reviews and qualitative surveys. The data were analyzed through techniques such as reduction, representation and interpretation (Rodríguez, Gil & García, 1999). The results suggest that the cognitive approach predominates in the conceptualization of critical thinking, assuming it as a process of acquisition and development of mental abilities, which can be developed through critical training in reading and writing. However, there is an absence of proposals that address attitudinal, motivational and emotional issues.
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