El pensamiento reflexivo en la práctica docente de educación inicial : un estudio de caso en tres instituciones educativas de las ciudades de Bucaramanga, Duitama y Tunja.

Abstract

The purpose of this research is to determine how thoughtful thinking can contribute to the teaching practice in early education in three schools from Bucaramanga, “1-2-3 for me”, from Duitama “Countryside School San Diego” and from Tunja “American School Saint Frances”. The above is focused on the hermeneutic approach; for which the inductive method was implemented, with a qualitative approach and the research strategy of case study, which looks to provide advantages to the teaching practice from thoughtful thinking. This research is conducted from the need to evince thoughtful thinking and its relevance in the transformation of the teaching practice of early education teachers. This research studies the categories about thoughtful thinking, teaching practice and early education. It was implemented through semi-structured interview and questionnaire, which aspires to understand the teacher´s perspective in relation with thoughtful thinking in the teaching practice of early education. To conclude, it is evidence that teachers in their speech as individual as collective can recognize thoughtful thinking as a transformative tool of their teaching practice in early education, because it allows them to reinvent themselves, also identify solutions and constantly be improving.