Percepción del desarrollo del pensamiento crítico en estudiantes de terapia ocupacional en práctica profesional
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Archivos
Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente proyecto de investigación fue aplicado a 67 estudiantes de la carrera
de Terapia Ocupacional que cursan su práctica profesional, en dos universidades
de la Octava Región del Bi Bio, a los cuales, por medio de una encuesta y grupo
focal se logró describir la percepción que los estudiantes tienen sobre su
competencia de pensamiento crítico. Los resultados obtenidos demuestran que la
intención educativa, que considera tanto el currículum como la dimensión
pedagógica, contribuye a formar el pensamiento crítico de manera significativa.
Además, también se logra evidenciar que el currículum oculto influye en el
desarrollo de la competencia del pensamiento crítico de forma parcial, al apreciar
resultados en estudiantes que pertenecen a una universidad que no declara una
intención educativa para enseñar el pensamiento crítico, pero que la interacción
entre didácticas educativas e intenciones docentes influye en las actitudes, valores
y aprendizajes de los estudiantes.
The following research project was applied to 67 students from two universities in the Region of Bio Bio who are currently working in professional internships to get an Occupational Therapy degree. By conducting a survey and a focus group, it was possible to describe the students' perception regarding their critical thinking competence. The results show that the educational intention -which considers both the curriculum and the pedagogical dimension- contributes to form significant critical thinking. Furthermore, through the assessment of results in students who studied in a university that does not declare an educational intent to teach critical thinking, research shows that the development of the competence on partial critical thinking is influenced by the hidden curriculum. On the other hand, the students' attitudes, values and learning are influenced by the interaction between educational didactics and teaching intents.
The following research project was applied to 67 students from two universities in the Region of Bio Bio who are currently working in professional internships to get an Occupational Therapy degree. By conducting a survey and a focus group, it was possible to describe the students' perception regarding their critical thinking competence. The results show that the educational intention -which considers both the curriculum and the pedagogical dimension- contributes to form significant critical thinking. Furthermore, through the assessment of results in students who studied in a university that does not declare an educational intent to teach critical thinking, research shows that the development of the competence on partial critical thinking is influenced by the hidden curriculum. On the other hand, the students' attitudes, values and learning are influenced by the interaction between educational didactics and teaching intents.
Notas
Tesina (Magíster en Docencia para la Educación Superior)
Palabras clave
Pensamiento Crítico, Estudiantes de Terapia Ocupacional, Práctica Profesional