Critical Thinking in the Initial Teacher Training

Abstract

Education in Latin America, especially in Peru, are joining the new educational challenges and the transformations of society. Beyond that, there is a total commitment to society, which is to have excellent professionals, who stand out for strengthening their higher-order capacity, critical thinking opens new claims where autonomy to think contributes to the design of solutions, making visible the ability to face new challenges and many other situations during their academic career. The objective of the research was to identify the level of critical thinking that students who attend the 1st academic cycle of higher education have. To achieve the proposed objective, an applied-type methodology was developed, with a descriptive scope, based on the quantitative approach with a non-experimental transactional design. The questionnaire was used as instruments and the survey as a technique for collecting information. In the bibliographic review, a diversity of information was found for the analysis of the variables; the results obtained lead us to identify that 43% of students are at the low level. Additionally, the conclusion is reached that it is necessary to work on situated strategies such as ABI, ABP, ABCA and ABPRO to strengthen critical thinking in students of initial teacher training.