Training Reflexive Thinking in University Students
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The starting point of this paper is the scientific and conceptual framework of Vygotsky's cultural-historical approach, which is used to present the results of a descriptive research work on classroom activities, establishing a dialectic interaction between theory and practice. The aim was to train reflexive thinking in university students of the teacher training course in Children's Pedagogy, more specifically a subject in Cognitive Theories of Learning. The results show that pedagogical actions can have a positive impact on the consolidation of learning processes. Reflexive thinking is an agent of change through intentional use of language.
Thought and thinking, study and teaching, teaching models, student teaching, reflective teaching, adolescent psychologyPensée, enseignement, modèles d'enseignement, pratiques d'enseignement, enseignement réflexif, psychologie de l'adolescentPensamento, ensino, modelos de ensino, práticas de ensino, ensino reflexivo, psicologia do adolescentePensamiento, enseñanza, modelos de enseñanza, prácticas de la enseñanza, enseñanza reflexiva, psicología del adolescente