CRITICAL THINKING IN THE PRACTICE OF EDUCATIONAL INTERVENTION

Dra. Celia Carrera Hernández, M. C. Perla Meléndez Grijalva

Abstract


University students must be critical, and for this, from the formal curriculum and its development, critical thinking must
be favored, not only for the fulfillment of the purposes of education at the level, but for the influence of their graduates in
the transformation Social. A qualitative investigation was carried out with the phenomenological method since it
recovered experiences and perceptions of professors and students of Bachelor in Educational Intervention with the
purpose of understanding from the perception of the actors the critical thinking skills that they need to develop to carry
out the process of educative intervention. A focus group was held with teachers, 55 interviews and 55 mixed
questionnaires for students in sixth and eighth semesters attending professional practices. The skills that still need to be
developed to intervene are inductive reasoning and argumentation, important to develop diagnoses and identify areas
of opportunity to transform them.


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References


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