Methodological challenges for the study of the reflection in a teaching training context

Abstract

The present article covers three of our papers on critical thinking and the methodological approaches used in each one of them. It is a logical consequence of another one published by the same research team in 2010, revealing a critical view upon critical thinking. To begin with, this text stablishes the concept of critical thinking in order to, then, present each particular research, as well as to show the methodological difficulties undergone in order to confront the process and the process of critical thinking. The description of the research and the analytical dialogue developed by the team allow to stablish that the observation of critical thinking in an initial learning context needs manifestations of the order of actions or language. This implies temporal aliening due to the cannel or instrument. Conclusions allow arguing that it is necessary that those deciding upon planning and contents understand that one thing is proposing the critical initial formation and another one is to have the resources and tools necessary to accomplish that goal.