<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1390-8626</journal-id>
<journal-title><![CDATA[Sophia, Colección de Filosofía de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Sophia]]></abbrev-journal-title>
<issn>1390-8626</issn>
<publisher>
<publisher-name><![CDATA[Universidad Politécnica Salesiana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1390-86262019000200275</article-id>
<article-id pub-id-type="doi">10.17163/soph.n27.2019.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El concepto de pensamiento crítico según estudiantes chilenos de pedagogía]]></article-title>
<article-title xml:lang="en"><![CDATA[The concept of critical thinking according to Chilean preservice teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Larenas]]></surname>
<given-names><![CDATA[Claudio Heraldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ossa-Cornejo]]></surname>
<given-names><![CDATA[Carlos Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palma-Luengo]]></surname>
<given-names><![CDATA[Maritza Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lagos-San Martín]]></surname>
<given-names><![CDATA[Nelly Gromiria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boudon Araneda]]></surname>
<given-names><![CDATA[Javiera Ignacia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Bío-Bío  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad del Bio-Bio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad del Bio-Bio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<numero>27</numero>
<fpage>275</fpage>
<lpage>296</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S1390-86262019000200275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S1390-86262019000200275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S1390-86262019000200275&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El presente trabajo analiza el concepto de pensamiento crítico según la perspectiva de un grupo de estudiantes de pedagogía provenientes de una universidad chilena, quienes se encuentran cursando el cuarto año de su carrera. Veinte futuros profesores de diferentes programas de formación docente participaron de la muestra, con un método de recolección de datos centrado en la técnica del grupo focalizado, en el cual los participantes expresaron sus perspectivas respecto al tema. Las respuestas recogidas fueron analizadas utilizando la estrategia del análisis de contenido, la cual permitió generar diferentes categorías. En cuanto a los conceptos más recurrentes con respecto al pensamiento crítico fueron: analizar, reflexionar, razonar, generar cambios y resolver problemas. Los estudiantes definieron al pensador critico en distintas dimensiones como alguien competente cognitiva y socialmente, y a la vez, como alguien que considera los ámbitos tanto personal como colectivo. Los entrevistados también hacen mención a su papel como formadores de pensadores críticos y explican algunos de los elementos clave para ejecutar esta tarea; algunos de los cuales son: educar en la importancia de valerse de fuentes de información confiables y aceptar retroalimentación de parte de los pares. Se realiza, además, una comparación entre las conceptualizaciones de los entrevistados y la literatura existente, y se descubre que las perspectivas de los participantes coinciden estrechamente con los planteamientos de la teoría.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This paper analyzes the concept of critical thinking according to the perspective of a group of preservice teachers from a Chilean university; they are currently in the fourth year of their program. Twenty future teachers participated in a focus group discussion in which they expressed their perspectives on the subject. The answers collected were analyzed using the content analysis technique, which allowed the creation of different categories. Among the most recurrent concepts about critical thinking, we could find: analyzing, reflecting, reasoning, change generation and problem solving. The students defined a critical thinker in their different dimensions: as someone competent, both cognitively and socially, and, at the same time, as someone who takes personal and collective aspects into account. The interviewees also mentioned their role of educating critical thinkers, and explained some of the key elements for making that possible. Some of them were: teaching the importance of feeding on reliable information sources, and accepting feedback from their peers. After a comparison between the interviewees&#8217; conceptualizations and the existing literature, it is found that the students&#8217; perspectives are closely related to those of theory.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pensamiento]]></kwd>
<kwd lng="es"><![CDATA[pedagogía]]></kwd>
<kwd lng="es"><![CDATA[conceptualización]]></kwd>
<kwd lng="es"><![CDATA[análisis de contenido]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[docente]]></kwd>
<kwd lng="en"><![CDATA[Thinking]]></kwd>
<kwd lng="en"><![CDATA[pedagogy]]></kwd>
<kwd lng="en"><![CDATA[conceptualization]]></kwd>
<kwd lng="en"><![CDATA[content analysis]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
</kwd-group>
</article-meta>
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