Principios pedagógicos que sustentan las práctica docente en Educación Básica

Abstract

Abstract: The objective of this study is to describe and analyze the perceptions of basic education teachers about the use of innovative teaching strategies to promote critical thinking in their students. A mixed approach was adopted that combines quantitative and qualitative methods for a comprehensive understanding of the investigated phenomenon. The methodology included the application of structured surveys to 120 teachers from public and private institutions, as well as in-depth interviews with 15 of them selected by intentional sampling. Results. The quantitative results indicate that 78% of teachers consider it important to integrate strategies that promote critical thinking, although only 35% do so systematically. On the other hand, the qualitative analysis revealed barriers related to the lack of training and resources, in addition to identifying successful practices that can serve as a model. Implications for the design of teacher training programs are discussed and recommendations are proposed for the effective implementation of innovative strategies in the classroom. This study contributes to the field of educational research by offering a descriptive overview of current practices and highlighting key areas for improvement in teaching oriented to critical thinking. Furthermore, the use of the mixed approach allowed the data to be triangulated and enrich the interpretation of the findings, providing a solid basis for future research and educational policies.