Resumen

MATA PEREZ, Ana Ma; HERNANDEZ SANCHEZ, Pedro  y  CENTENO NORIECA, Gerardo Esteban. Dialogue and Reflection to Improve Teachers' practice. Building a Gradúate Experience. Zona prox. [online]. 2022, n.37, pp.32-52.  Epub 01-Jun-2023. ISSN 2145-9444.  https://doi.org/10.14482/zp.37.372.215.

The professional development of teachers is currently a topic of debate worldwide, the need to provide them with relevant, effective and efficient training that allows them to strengthen their practice and respond to the needs of an increasingly sophisticated society is recognized. and technological.

Postgraduate courses in education are outlined as collaborative learning spaces, where experience is valued, dialogue and reflection are fostered and it helps to train professional, autonomous and reflective teachers.

The paper aims to share an institutional experience to implement an educational model based on critical thinking and reflective practice, takes place at the Research Center for Educational Administration (CINADE), an institution that offers postgraduate degrees in education with an experience of more 18-year-old located in the capital of the State of San Luis Potosí, Mexico. The actions carried out that began with the review and redesign of the curriculum are described and continue to the present moment.

Five years after starting the transformation process, it was considered pertinent to evaluate the achievements, for which a questionnaire was applied electronically to the graduates of the Master in Educational Administration and the Master in Higher Education of the 2017-2019 generation, of the total 25 of the questionnaires sent back 25. The document presented is a first approach to the analysis of descriptive data and a first interpretation of what was obtained in the open question.

Palabras clave : Critical thinking; educational model; teacher update; postgraduate degrees in education.

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