THOUGHT AS THE FOUNDATION OF PEDAGOGICAL PRACTICE IN UNIVERSITY TEACHERS

Abstract

The purpose of the research is to analyze the incidence of types of thinking in pedagogical praxis in teachers. The study was conducted using qualitative research, based on multicast studies. The participants are made up of science teachers and the techniques used were observation and interview. As an instrument to collect information, the questionnaire with open questions and field notebook. After collecting information by observing and interviewing teachers and experts, the results show difficulties in fostering and developing critical, analytical, reflective thinking and even more creative thinking, according to the characteristics proposed by theorists for each skill, which is evident. In its different categories established for this study, in this sense it is recommended that teachers update themselves to improve their pedagogical practices.