Las Destrezas de pensamiento de docentes en formación: Análisis comparativo con alumnado de primaria
DOI:
https://doi.org/10.30827/profesorado.v29i1.27899Palabras clave:
Educación Primaria, destrezas del alumnado, destrezas del profesorado, diferencias de género, pensamiento críticoResumen
Las denominadas competencias del siglo XXI, que invariablemente incluyen el pensamiento crítico (PC), proyectan una demanda global y creciente sobre la educación y sobre la formación del profesorado. Sin embargo, la investigación acerca de la enseñanza y evaluación del PC en educación primaria y en el profesorado es escasa, por lo que este estudio pretende contribuir a paliar esta carencia afrontando el objetivo de diagnosticar las destrezas de pensamiento de una muestra de docentes en formación para ser maestros de primaria. La metodología del estudio es empírica y cuantitativa, pues aplica un instrumento de evaluación de PC, que evalúa seis destrezas de PC (predicción, comparación, clasificación, resolución de problemas, toma de decisiones y razonamiento lógico), a sendas muestras de docentes en formación y alumnado de primaria (como grupo de referencia). Los resultados presentan la estructura de las puntuaciones logradas por los docentes en las diferentes destrezas de PC, más altas en predicción, clasificación, resolución de problemas y razonamiento lógico; además, los resultados demuestran que las mujeres docentes tienen mayor competencia en destrezas de PC que sus pares hombres. El hallazgo más sorprendente son las relativamente pequeñas diferencias existentes en la competencia de PC entre la muestra de docentes y de alumnado de primaria, cuando serían esperables diferencias más amplias en favor del profesorado por su superioridad en madurez y formación. Finalmente, se discuten las consecuencias e implicaciones de estos resultados para la educación primaria y para la formación del profesorado, recomendando la inclusión significativa y explícita de la enseñanza de destrezas de PC.
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