Principios pedagógicos que sustentan la práctica docente en la Educación Básica

Abstract

Abstract: This study analyzes and describes the perceptions of basic education teachers on the use of innovative teaching strategies to promote critical thinking in students. A mixed approach was adopted that combined structured surveys applied to 120 teachers from public and private institutions with in-depth interviews with 15 selected by intentional sampling. The quantitative product proves that 78% of teachers consider it important to combine strategies to promote critical thinking, although only 35% implement them systematically. The quality study showed obstacles, such as insufficient teacher education and high workloads, as well as the identification of a successful practice. Such activity provides a representative view of current praxis and emphasizes the ability to improve the ability to teach, evaluate and question. It also proposes recommendations in which to strengthen teacher training, and promote the implementation of innovative strategies. The mixed approach enriched the interpretation of the findings, providing solid bases for future research and educational policies that enhance the development of critical thinking in students.