¿En qué consiste un docente con pensamiento crítico? Caso del Politécnico Colombiano Jaime Isaza Cadavid-Colombia

Alfredo Enrique Zambrano Berdugo; Edgar Correa López; Henry Helí González Gaitán; Juan Horacio Botero Alvarez

doi:10.30554/plumillaedu.1.2981.2018

¿What does a teacher with critical thinking consist on? Case study by Polytechnic Colombian Jaime Isaza Cadavid-Colombia

¿En qué consiste un docente con pensamiento crítico? Caso del Politécnico Colombiano Jaime Isaza Cadavid-Colombia

Published 2018-12-15

https://doi.org/10.30554/plumillaedu.1.2981.2018

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Vol. 21 No. 1 (2018)

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Zambrano Berdugo, A. E., Correa López, E., González Gaitán, H. H., & Botero Alvarez, J. H. (2018). ¿What does a teacher with critical thinking consist on? Case study by Polytechnic Colombian Jaime Isaza Cadavid-Colombia. Plumilla Educativa, 21(1), 121-145. https://doi.org/10.30554/plumillaedu.1.2981.2018

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https://doi.org/10.30554/plumillaedu.1.2981.2018

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Zambrano Berdugo, A. E., Correa López, E., González Gaitán, H. H., & Botero Alvarez, J. H. (2018). ¿What does a teacher with critical thinking consist on? Case study by Polytechnic Colombian Jaime Isaza Cadavid-Colombia. Plumilla Educativa, 21(1), 121-145. https://doi.org/10.30554/plumillaedu.1.2981.2018

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Alfredo Enrique Zambrano Berdugo

Edgar Correa López

Henry Helí González Gaitán

Juan Horacio Botero Alvarez

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Critical

thinking

meaning

discernment

vision

pedagogy

educational work

The aim this research is about to identify, investigate, know, define, organize and widen limits over the meaning of that human being who works for teaching and his/her pedagogical practices; and transcendence and importance that meaning has in development of a good and efficient job in order to obtain an opinion and a vision ruled by a critical thought behavior. It suggests this attribute of the thinking permits that teachers’ pedagogical work can be more analytic, more practical, more structured and, more meaningful and, therefore more suitable with needs and career prospective from those who learn: The students. The methodology we used to achieve this task was essentially through our own autobiographies, or correlates, because we believe that it does not make sense to talk about other people having critical thinking or not, if we do not question the existence of it and about the way he has permeated our lives. In this research work, the participants are, at the same time, the research subjects, as the subjects investigated. To achieve this goal, each of the members of this research, made an analysis from their experiences, the application that would have had during his life, in his actions both pedagogical and daily, the trajectory and disposition with critical thinking. We want to reach a conclusion that allows us to think and act differently, because we do not want to continue acting in the same way, as we have been doing, because this prevents us from adapting to the changes required by the current time, such as technology and globalization.

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