Critical thinking programs in Ibero-americans teacher’s formation
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Abstract
Critical thinking is an important competence in current professional training, with an emerging body of research in teacher’s training. The study aimed to know conceptions and types of intervention programs in critical thinking used in teacher training in Ibero-America. The methodology was divided in two stages: first, bibliographic review that found 21 articles related to terms “critical thinking”, “intervention”, and “pedagogy”, second, a selection of articles related to Spain and Latin American experiences, having 7 articles according to this parameters, in addition to content analysis was used to analyze definitions of critical thinking used by studies. Results reveals firstly that critical thinking is firstly a broad defined concept; secondly, there is a diversity of characteristics in relation to duration of applied programs and methodologies, and finally, programs reviewed in this study have a positive impact on students. It’s discussed that critical thinking is a necessary skill for an effective professional performance, but misunderstanding and poorly accepted, although it improves the teacher strategies for analyzes their actions and decisions making process, and it is not valued in positive way in educational system. The experiences of its promotion in pedagogy in Latin America are less compared to those developed in Europe, USA and the Middle East, as well as, other areas of knowledge such health professions or science.