Resumen

MINA URRUTIA, Maritza Bibiana. Pedagogical Practice. From Reflection to Critical Thinking. Prax. Saber [online]. 2024, vol.15, n.43, e17249.  Epub 20-Nov-2024. ISSN 2216-0159.  https://doi.org/10.19053/uptc.22160159.v15.n43.2024.17249.

The reflection on pedagogical practice has confirmed to be the path for the deconstruction of the knowledge and work of the teacher. Consequently, from there new epistemic elaborations are expected around this pedagogical, didactic and disciplinary knowledge. Likewise, it is established as a route from which the critical thinking of teachers can be configured, given the constitutive elements derived from reflection and that are associated with this field of knowledge. Taking this into account, the research aimed to analyse how reflection on the pedagogical practice of teachers in training and in practice enables the configuration of their critical thinking. The above from a hermeneutic paradigm, with a qualitative approach, supported by critical ethnography. The results show the coexistence of various conceptual interpretations of critical thinking; the importance of improving the processes of reflection on pedagogical practice so that it is rigorous and critical; and review the curricular commitments of teacher training to enable the configuration of critical thinking for the transformation of practice.

Palabras clave : pedagogical practice; critical thinking; teacher training.

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