| dc.creator | Fandiño Parra, Yamith José | |
| dc.creator | Muñoz Barriga, Andrea | |
| dc.creator | López Díaz, Rodolfo Alberto | |
| dc.creator | Galindo Cuesta, Jairo Alberto | |
| dc.date | 2021-01-03T08:00:00Z | |
| dc.date.accessioned | 2022-10-13T13:36:47Z | |
| dc.date.available | 2022-10-13T13:36:47Z | |
| dc.identifier | https://ciencia.lasalle.edu.co/scopus_unisalle/19 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/4157818 | |
| dc.description | Within the theoretical framework of teacher education and critical thinking, this work of systematization of educational experiences sought to track trends and identify perspectives in Latin America by collecting data through two different stages: a documentary review and the analysis of a qualitative online survey. The results suggested that the cognitive approach prevailed in the conceptualization of critical thinking, confirming that it is a process of acquisition and development of mental abilities, which could be developed through critical training in reading and writing. However, there was an absence of proposals that addressed attitudinal, motivational, and emotional issues. | |
| dc.source | Revista de Investigacion Educativa | |
| dc.source | 149 | |
| dc.subject | Critical thinking | |
| dc.subject | Formative experiences | |
| dc.subject | Higher education | |
| dc.subject | Teacher education | |
| dc.title | Teacher education and critical thinking: Systematizing theoretical perspectives and formative experiences in Latin America | |
| dc.type | Article | |
