Resumen

IZARRA VIELMA, Douglas A.; HIRSCH ADLER, Ana  y  RODRIGUEZ LEON, Mónica Regina. Graduate professorate and the development of critical thinking. Innov. educ. (Méx. DF) [online]. 2020, vol.20, n.83, pp.9-32.  Epub 03-Mar-2025. ISSN 1665-2673.

As part of the study about the Excellence of Graduate Professors from UNAM (Universidad Nacional Autónoma de México), we interview to 34 academics. For this article we used the open question: How do you prepare to achieve that your students construct knowledge and develop critical thinking? We analysed the answers with a codification process and established six categories, classified in two dimensions: preparation of the professor and critical thinking. We found, that in relation to their professional identity, as professors or as researchers, they develop different formative strategies. The creation of new knowledge is associated with critical thinking. They considered that a researcher needs to be critical and innovator, which implies an ethical positioning. To conclude, we recognize the importance of understanding and explaining in a better way the work that academics do in graduate programs.

Palabras llave : Academics; knowledge; critical thinking; graduate programs.

        · resumen en Español     · texto en Español     · Español ( pdf )