Resumen

AYOLA MENDOZA, Mairis Yaireth  y  MOSCOTE RIVEIRA, Eufemia María. Critical thinking, strategies to stimulate it and its impact on the pedagogical practice in the undergraduate program in Early Childhood Education at the Universidad de la Guajira. RCUISRAEL [online]. 2018, vol.5, n.3, pp.23-36.  Epub 06-Dic-2018. ISSN 2631-2786.  https://doi.org/10.35290/rcui.v5n3.2018.75.

Reflective teaching practice should be associated with the development of a position whose purpose is to prevent teachers from serve as a kind of technicians, whose only function is to transmit a series of knowledge to students, as if they had to insert a set of data that can be reproduced from memory and used to answer the tests that determine academic progress. In this sense, reflective teaching practice would be associated with a reaction against traditional pedagogical models, in which an asymmetric relationship is established between the teacher and the students, and where the teacher transmits what others want to transmit, ie , those conventions, social norms and ways of thinking that are imposed from other spheres, alien to the educational process.

It is necessary, therefore, to return education to teachers, to understand that they also have theories and many knowledge to contribute, which have been generated from their experiences and their accumulated knowledge. This implies favoring spaces for training, reflection and discussion, in which teachers can express their opinions about educational processes, in order to transform them in a meaningful way according to what they observe daily in the classes.

Improving the teaching practice from elements such as critical thinking does not imply the strict and restructured development of a set of steps that respond to specific schemes. Beyond that, reflective thinking is associated with the generation of an active process of consideration and analysis, in which each of the principles and beliefs that guide the development of educational practice are questioned. The idea, therefore, is to question the bases and foundations that regulate the pedagogical activity, that determine the reflections between teachers and students, and that guide the contents and activities established in the classes.

Palabras clave : teaching practice; critical thinking; meaningful learning.

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