Habilidades de pensamiento de orden superior y pensamiento crítico de profesores mexicanos de inglés en formación
DOI:
https://doi.org/10.29057/lc.v7i13.14543Palabras clave:
Pensamiento crítico, Inglés como lengua extranjera, habilidades de pensamiento de orden superior, profesores en formaciónResumen
Hoy en día, se espera que los educadores de todo el mundo fomenten las habilidades de pensamiento de orden superior (HOTS, por sus siglas en inglés) en el aula, ya que equipar a los estudiantes con las competencias del siglo XXI se considera esencial. Estudios recientes han analizado la implementación y promoción de estas HOTS; sin embargo, en México estos estudios aún son escasos, especialmente entre los programas de formación de profesores de inglés como lengua estranjera (EFL, por sus siglas en inglés). Por lo tanto, este estudio tiene como objetivo contribuir al actual cuerpo de conocimiento existente mediante la identificación de los niveles de HOTS de los profesores de inglés en formación (PSET) como resultado de sus estudios universitarios. Para ello, se encuestó a 107 PSET con la Escala de Actitudes de Pensamiento Crítico (Hirayama & Kusumi, 2004). Los resultados sugieren que, si bien los PSET demuestran una base sólida en sus HOTS y habilidades de pensamiento crítico, es necesario llevar a cabo más investigaciones utilizando otros métodos para corroborarlos. Este estudio proporciona conocimientos valiosos sobre las fortalezas cognitivas entre los participantes del PSET y anima a seguir investigando sobre las prácticas docentes en esta institución, lo que podría dar cuenta de los beneficios de la integración de las HOTS en los programas de formación de profesores fomentando así futuras generaciones de pensadores reflexivos e independientes
Descargas
Información de Publicación
Perfiles de revisores N/D
Declaraciones del autor
- Editor y comité editorial
- perfiles
- Sociedad académica
- N/D
- Editora:
- Universidad Autónoma del Estado de Hidalgo
Para obtener más información sobre un dato, haga clic 
PF es mantenido por el Public Knowledge Project
Citas
Akatsuka, Y. (2019). Awareness of critical thinking attitudes and English language skills: The effects of questions involving higher-order thinking. Journal of Pan-Pacific Association of Applied Linguistics, 23(2), 59-84. https://doi.org/10.25256/PAAL.23.2.4
Antonio, C. L., Carrión J. D., & López, V. (2021). Habilidades del siglo XXI que requiere un docente de inglés en su práctica profesional [XXI Century abilities requiered by English teachers in their profesional practice] in Peralta, F. & Gutiérrez B. (Eds), 21st Century Abilities for Language Classroom: Challenges and Opportunities (pp. 125-144). Universidad de Colima.
Ayres, P., & Paas, F. (2012). Cognitive load theory: New directions and challenges. Applied Cognitive Psychology, 26(6), 827-832. https://doi.org/10.1002/acp.2882
Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.
Cancino, M., & Capedroni, R. (2020). Assessing Pre-Service EFL Teachers’ Perceptions Regarding an Online Student Response System. Taiwan Journal of TESOL, 17(2), 91-118. https://doi.org/10.30397/TJTESOL.202010_17(2).0004
Din, M. (2020). Evaluating university students’ critical thinking ability as reflected in their critical reading skill: A study at bachelor level in Pakistan. Thinking Skills and Creativity, 35, 100627. https://doi.org/10.1016/j.tsc.2020.100627
Engel, S. (2011). The hungry mind: The origins of curiosity in childhood. Harvard University Press.
Facione, P. A. (2015). Critical thinking: What it is and why it counts. Insight Assessment.
Fitriani, A., Zubaidah, S., & Hidayati, N. (2022). The quality of student critical thinking: A survey of high schools in Bengkulu, Indonesia. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(2), 142–149. https://doi.org/10.22219/jpbi.v8i2.18129
González-López, M., Machin-Mastromatteo, J., & Tarango, J. (2020). Evaluación diagnóstica de habilidades de pensamiento e informacionales a través del diseño y aplicación de tres instrumentos para estudiantes de primer grado de educación primaria [Diagnostic Evaluation of Thinking and Information Skills Through the Design and Application of Three Instruments for Children at First Grade of Elementary School]. Revista Electrónica Educare, 24(3), 429-453. https://dx.doi.org/10.15359/ree.24-3.21
Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
Heffington, D. (2019). Higher Order Thinking Skills among Latinx English Language Learners in Elementary Classrooms [Doctoral dissertation, University of Florida]. UF Digital Collections. https://ufdc.ufl.edu/es/UFE0054346/00001
Hirayama, R., & Kusumi, T. (2004). Effect of Critical Thinking Disposition on Interpretation of Controversial Issues: Evaluating Evidences and Drawing Conclusions. The Japanese Journal of Educational Psychology, 52, 186-198. https://doi.org/10.5926/jjep1953.52.2_186
[14] Hughes, J. (2014). Critical thinking in the language classroom. ELI Publishing.
Jerome, C., Lee, J. A. C., & Ting, S. H. (2017). What students really need: instructional strategies that enhance higher order thinking skills (hots) among UNIMAS undergraduates. International Journal of Business and Society, 18(S4), 661-668. https://shorturl.at/C6h8r
[16] Johansson, E. (2020). The assessment of higher-order thinking skills in online EFL courses: A quantitative content analysis. Nordic Journal of English Studies, 19(1), 224-256. https://doi.org/10.35360/njes.519
Kaur, C., Singh, S., Singh, T., Singh, M., Ja'afar, H., Eng Tek, O., Kaur, H., Mostafa, A., & Yunus, M. (2020). Teaching Strategies to Develop Higher Order Thinking Skills in English Literature. International Journal of Innovation, Creativity and Change, 11(8), 2020. https://www.ijicc.net/images/vol11iss8/11816_Singh_2020_E_R.pdf
Li, L. (2016). Integrating thinking skills in foreign language learning: What can we learn from teachers’ perspectives?. Thinking Skills and Creativity, 22, 273-288. https://doi.org/10.1016/j.tsc.2016.09.008
Li, L., & Wegerif, R. (2014). What does it mean to teach thinking in China? Challenging and developing notions of ‘Confucian education’. Thinking skills and creativity, 11, 22-32. https://doi.org/10.1016/j.tsc.2013.09.003
Lianqing, H., Adelopo, I., & Last, K. (2020). Understanding students’ critical thinking ability: A comparative case of Chinese and British undergraduates. New Educational Review, 61. 133-143. https://doi.org/10.15804/tner.2020.61.3.11
Mohammadi, M., & Golandouz, G.R. (2017). A Comparative Study of Critical Thinking Skills of EFL Learners and Humanities Students. Journal of Applied Linguistics and Language Research, 4(3), 105–118. https://www.jallr.com/index.php/JALLR/article/view/548
Nguyen, T. S., & Nguyen, H. B. (2020). Unravelling Vietnamese Students’ Critical Thinking and Its Relationship with Argumentative Writing. Universal Journal of Educational Research, 8(11B), 5972–5985. https://doi.org/10.13189/ujer.2020.082233
Organisation for Economic Cooperation and Development [OECD] (2019). OECD Future of Education and Skills 2030: Learning Compass 2030. https://acortar.link/aHBSEw
Paul, R. (1992). Critical thinking: What every person needs to survive in a rapidly changing world. Foundation for Critical Thinking.
[25] Paul, R., & Elder, L. (2006). Critical thinking: Learn the tools the best thinkers use. Pearson.
Permana, T. I., Hindun, I., Rofi'ah, N. L., & Azizah, A. S. N. (2019). Critical thinking skills: The academic ability, mastering concepts, and analytical skill of undergraduate students. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(1), 1-8. https://doi.org/10.22219/jpbi.v5i1.7626
Rezaee, A. A., & Mubarak, L. (2018). EFL learners' proficiency level and critical thinking: The case of Iraqi university students. International Journal of Language Studies, 12(3), 91-108. https://shorturl.at/k8txE
Robison, M. K., & Unsworth, N. (2015). Working Memory Capacity Offers Resistance to Mind-Wandering and External Distraction in a Context-Specific Manner. Applied Cognitive Psychology, 29(5), 680–690. https://doi.org/10.1002/acp.3150
Saputri, A. C., Sajidan, & Rinanto, Y. (2018). Critical thinking skills profile of senior high school students in Biology learning. Journal of Physics: Conference Series, 1006, 012002. https://doi.org/10.1088/1742-6596/1006/1/012002
Schulz, H., & FitzPatrick, B. (2016). Teachers’ understandings of critical and Higher Order Thinking and what this means for their teaching and assessments. Alberta Journal of Educational Research, 62, 61-86. https://doi.org/10.11575/ajer.v62i1.56168
Secretaría de Educación Pública [Ministry of Education]. (2017). Aprendizajes clave para la educación integral: Plan y programas de estudio para la educación básica [Key learning outcomes for an integral education: Basic education Curriculum and programmes]. https://www.gob.mx/sep/articulos/aprendizajes-clave-para-la-educacion-integral
Sofiyana, M., & Sholihah, M. (2022). An analysis of preservice teachers critical thinking skills at Universitas Islam Balitar. Edubiotik : Jurnal Pendidikan, Biologi Dan Terapan, 7(02), 36-42. https://doi.org/10.33503/ebio.v7i02.1902
Tengku, I. (2022). Critical and creative thinking skills of Pekanbaru high school students in Biology Learning. Jurnal Penelitian Pendidikan IPA, 8(5), 2430-2436. https://doi.org/10.29303/jppipa.v8i5.1737
Tsui, L. (1999). Courses and instruction affecting critical thinking. Research in Higher Education, 40(2), 185-200. https://doi.org/10.1023/a:1018734630124
Unsworth, N., Schrock, J. C., & Engle, R. W. (2010). Working memory capacity and the antisaccade task: Individual differences in voluntary saccade control. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(6), 1302-1321. https://doi.org/10.1037/0278-7393.30.6.1302
Vu, T., Winser, W., & Walsh, J. (2020). Teacher Attitudes towards the English Language Curriculum Change: The Case of Vietnam. TESOL International Journal, 15(6), 84-111. https://eric.ed.gov/?id=EJ1329511
Wellington, J. (2015). Educational research: Contemporary issues and practical approaches. Bloomsbury Publishing.
Widiatmo, T., Jufri, A. W., & Jamaluddin, J. (2019). Analysis of Validation of Instruments to Measure Students’ Critical Thinking Ability and Science Literation. Jurnal Penelitian Pendidikan IPA, 5(2), 212–218. https://doi.org/10.29303/jppipa.v5i2.272
Wilson, D. M., & Narasuman, S. (2020). Investigating Teachers' Implementation and Strategies on Higher Order Thinking Skills in School-Based Assessment Instruments. Asian Journal of University Education, 16(1), 70-84. https://doi.org/10.24191/ajue.v16i1.8991
Yeung, S. Y. S. (2015). Conception of teaching higher order thinking: perspectives of Chinese teachers in Hong Kong. The Curriculum Journal, 26(4), 553-578. https://doi.org/10.1080/09585176.2015.1053818
Zhou, F., & Lin, Y. (2019). A Comparative Study of Critical Thinking Skills Between English and Japanese Majors in a Normal University. English Language Teaching, 12(12), 30. https://doi.org/10.5539/elt.v12n12p30
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Patricia Núñez Mercado, Oscar Manuel Narváez Trejo, Gabriela Guadalupe Estrada Sánchez
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
