Explorando las creencias y prácticas de los instructores para promover las habilidades de pensamiento crítico de los estudiantes en las clases de escritura
DOI:
https://doi.org/10.26817/16925777.1557Palabras clave:
Pensamiento crítico, creencias de los profesores, prácticas de los profesores, pensamiento crítico de los estudiantes, habilidades de escrituraResumen
La creciente necesidad de que los estudiantes tengan sólidas habilidades de pensamiento crítico (CT) en su escritura académica, particularmente en el nivel terciario, ha aumentado la atención para equipar a los estudiantes con habilidades CT. Por lo tanto, el estudio buscó investigar las creencias y prácticas de los profesores para promover el pensamiento crítico (CT) de los estudiantes en las clases de escritura. Se empleó un diseño de estudio de casos múltiples para abordar el objetivo del estudio. Participaron tres instructores intencionalmente seleccionados de la Universidad Wolkite. El método de recolección de datos implicó observación en el aula, entrevista y análisis de documentos. El análisis se realizó cualitativamente utilizando un enfoque de teoría fundamentada: codificación abierta, axial y selectiva. Los hallazgos indicaron que los participantes interpretaron la PC como la capacidad de los estudiantes para usar un lenguaje apropiado y argumentar lógicamente en sus escritos. Explicaron algunas estrategias utilizadas para promover las habilidades CT de los estudiantes. Estas incluyeron proporcionar una introducción explícita a la CT, incorporar la CT en el sistema de evaluación, crear andamios y brindar temas significativos y oportunidades adecuadas para que los estudiantes practiquen la escritura. Se consideraron actividades de escritura de tipo argumentativo, resumido y causa-efecto para promover la PC de los estudiantes en las clases de escritura. El estudio categorizó e informó los factores que interferían con las creencias y prácticas de los instructores como factores relacionados con los estudiantes, relacionados con los instructores y específicos de la situación. Los hallazgos aportan conocimientos relevantes sobre el ámbito de la enseñanza del idioma inglés.
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