Resumen
El estudio tuvo como objetivo diseñar y validar una propuesta pedagógica orientada al desarrollo del pensamiento crítico en la formación docente universitaria, mediante la articulación de estándares y virtudes intelectuales a través del uso del diario reflexivo. Se adoptó un enfoque aplicado con diseño de innovación pedagógica y validación mediante juicio de expertas y valoración de estudiantes. Los resultados evidenciaron niveles favorables de viabilidad y pertinencia, destacando el potencial del diario reflexivo estructurado para orientar la calidad del razonamiento y promover disposiciones como la autonomía, la perseverancia y la empatía intelectual. Asimismo, se identificó una relación de retroalimentación entre el desarrollo de virtudes y la regulación del proceso reflexivo. Se concluye que la propuesta constituye una alternativa pedagógica coherente y aplicable para la promoción del pensamiento crítico en la formación docente.
Citas
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[2] F. Hasyim, T. Prastowo y B. Jatmiko, “Critical thinking-independent learning: A model of learning to improve students’ critical thinking skills,” European Journal of Educational Research, vol. 13, no. 2, pp. 747–762, 2024, doi: 10.12973/eu-jer.13.2.747.
[3] D. T. Willingham, Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, 2nd ed. San Francisco, CA, USA: Jossey-Bass, 2021.
[4] R. Payan-Carreira, A. Sacau-Fontenla et al., “Development and validation of a critical thinking assessment-scale short form,” Education Sciences, vol. 12, no. 3, pp. 1–19, 2022, doi: 10.3390/educsci12120938.
[5] R. Voulgari y K. Koutrouba, “The level of teachers’ reflection: A systematic literature review,” International Journal of Instruction, vol. 19, no. 1, pp. 1–16, 2026, doi: 10.29333/iji.2026.1911a.
[6] D. Alt, N. Raichel y L. Naamati-Schneider, “Higher education students’ reflective journal writing and lifelong learning skills: Insights from an exploratory sequential study,” Frontiers in Psychology, vol. 12, pp. 1–17, 2022, doi: 10.3389/fpsyg.2021.707168.
[7] W. Ho y Y. Lau, “Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model,” Teaching and Teacher Education, vol. 157, 2025, Art. no. 104947, doi: 10.1016/j.tate.2025.104947.
[8] R. Paul y L. Elder, The Miniature Guide to Critical Thinking: Concepts and Tools, 8th ed. Lanham, MD, USA: Rowman & Littlefield, 2020.
[9] D. Pnevmatikos, P. Christodoulou, T. Georgiadou y A. Lithoxoidou, “Undergraduate students’ conceptualization of critical thinking and their ideas for critical thinking acquisition,” Education Sciences, vol. 13, no. 4, pp. 3–19, 2023, doi: 10.3390/educsci13040416.
[10] C. Guzmán-Valenzuela, R. Chiappa, A. Rojas-Murphy, N. Ismail y L. Pedraja-Rejas, “Investigating critical thinking in higher education in Latin America: Acknowledging an epistemic disjuncture,” Critical Studies in Teaching and Learning, vol. 11, no. SI, pp. 71–99, 2023, doi: 10.14426/cristal.v11iSI.624.
[11] M. V. Morancho, “Developing critical thinking at university: Strategies for overcoming challenges and promoting its growth,” Revista de la Educación Superior, vol. 53, no. 210, pp. 1–22, 2024, doi: 10.36857/resu.2024.210.2848.
[12] A. Mulalić, “Teaching critical thinking skills in higher education: Some reflections,” Academic Perspective Procedia, vol. 5, no. 1, pp. 174–182, 2021, doi: 10.33793/acperpro.05.01.17.
[13] C. Shahab y M. Barak, “Critical thinking in higher education: Identifying the pedagogical practices and modes of engagement,” Thinking Skills and Creativity, vol. 59, 2026, Art. no. 102041, doi: 10.1016/j.tsc.2025.102041.
[14] S. D. Brookfield, Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco, CA, USA: Jossey-Bass, 2012.
[15] D. Johnson, R. Kakar, R. Zahrndt y P. Walton, “Student evaluation using an intellectual standards rubric for critical thinking,” Pedagogy in Health Promotion, vol. 9, no. 2, pp. 92–100, 2022, doi: 10.1177/23733799211070544.
[16] Z. S. Nakrowi, D. S. Ansori, Y. Mulyati y Y. Setyaningsih, “The use of intellectual standards to assess the quality of students’ argumentative writings,” LITERA, vol. 22, no. 2, pp. 200–212, 2023, doi: 10.21831/ltr.v22i2.60465.
[17] G. Fortes, L. De Brasi y M. Baumtrog, “Employing the intellectual virtues to better understand argumentation interventions in education,” Frontline Learning Research, vol. 12, no. 2, pp. 99–112, 2024, doi: 10.14786/flr.v12i2.1247.
[18] A. Lithoxoidou y T. Georgiadou, “Critical thinking in teacher education: Course design and teaching practicum,” Education Sciences, vol. 13, no. 8, pp. 1–14, 2023, doi: 10.3390/educsci13080837.
[19] H. Machost y M. Stains, “Reflective practices in education: A primer for practitioners,” CBE—Life Sciences Education, vol. 22, no. 2, pp. 1–11, 2023, doi: 10.1187/cbe.22-07-0148.
[20] A. Sudirman, A. V. Gemilang et al., “Reinforcing reflective practice through reflective writing in higher education: A systematic review,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 5, pp. 454–474, 2024, doi: 10.26803/ijlter.23.5.24.
[2] F. Hasyim, T. Prastowo y B. Jatmiko, “Critical thinking-independent learning: A model of learning to improve students’ critical thinking skills,” European Journal of Educational Research, vol. 13, no. 2, pp. 747–762, 2024, doi: 10.12973/eu-jer.13.2.747.
[3] D. T. Willingham, Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom, 2nd ed. San Francisco, CA, USA: Jossey-Bass, 2021.
[4] R. Payan-Carreira, A. Sacau-Fontenla et al., “Development and validation of a critical thinking assessment-scale short form,” Education Sciences, vol. 12, no. 3, pp. 1–19, 2022, doi: 10.3390/educsci12120938.
[5] R. Voulgari y K. Koutrouba, “The level of teachers’ reflection: A systematic literature review,” International Journal of Instruction, vol. 19, no. 1, pp. 1–16, 2026, doi: 10.29333/iji.2026.1911a.
[6] D. Alt, N. Raichel y L. Naamati-Schneider, “Higher education students’ reflective journal writing and lifelong learning skills: Insights from an exploratory sequential study,” Frontiers in Psychology, vol. 12, pp. 1–17, 2022, doi: 10.3389/fpsyg.2021.707168.
[7] W. Ho y Y. Lau, “Role of reflective practice and metacognitive awareness in the relationship between experiential learning and positive mirror effects: A serial mediation model,” Teaching and Teacher Education, vol. 157, 2025, Art. no. 104947, doi: 10.1016/j.tate.2025.104947.
[8] R. Paul y L. Elder, The Miniature Guide to Critical Thinking: Concepts and Tools, 8th ed. Lanham, MD, USA: Rowman & Littlefield, 2020.
[9] D. Pnevmatikos, P. Christodoulou, T. Georgiadou y A. Lithoxoidou, “Undergraduate students’ conceptualization of critical thinking and their ideas for critical thinking acquisition,” Education Sciences, vol. 13, no. 4, pp. 3–19, 2023, doi: 10.3390/educsci13040416.
[10] C. Guzmán-Valenzuela, R. Chiappa, A. Rojas-Murphy, N. Ismail y L. Pedraja-Rejas, “Investigating critical thinking in higher education in Latin America: Acknowledging an epistemic disjuncture,” Critical Studies in Teaching and Learning, vol. 11, no. SI, pp. 71–99, 2023, doi: 10.14426/cristal.v11iSI.624.
[11] M. V. Morancho, “Developing critical thinking at university: Strategies for overcoming challenges and promoting its growth,” Revista de la Educación Superior, vol. 53, no. 210, pp. 1–22, 2024, doi: 10.36857/resu.2024.210.2848.
[12] A. Mulalić, “Teaching critical thinking skills in higher education: Some reflections,” Academic Perspective Procedia, vol. 5, no. 1, pp. 174–182, 2021, doi: 10.33793/acperpro.05.01.17.
[13] C. Shahab y M. Barak, “Critical thinking in higher education: Identifying the pedagogical practices and modes of engagement,” Thinking Skills and Creativity, vol. 59, 2026, Art. no. 102041, doi: 10.1016/j.tsc.2025.102041.
[14] S. D. Brookfield, Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. San Francisco, CA, USA: Jossey-Bass, 2012.
[15] D. Johnson, R. Kakar, R. Zahrndt y P. Walton, “Student evaluation using an intellectual standards rubric for critical thinking,” Pedagogy in Health Promotion, vol. 9, no. 2, pp. 92–100, 2022, doi: 10.1177/23733799211070544.
[16] Z. S. Nakrowi, D. S. Ansori, Y. Mulyati y Y. Setyaningsih, “The use of intellectual standards to assess the quality of students’ argumentative writings,” LITERA, vol. 22, no. 2, pp. 200–212, 2023, doi: 10.21831/ltr.v22i2.60465.
[17] G. Fortes, L. De Brasi y M. Baumtrog, “Employing the intellectual virtues to better understand argumentation interventions in education,” Frontline Learning Research, vol. 12, no. 2, pp. 99–112, 2024, doi: 10.14786/flr.v12i2.1247.
[18] A. Lithoxoidou y T. Georgiadou, “Critical thinking in teacher education: Course design and teaching practicum,” Education Sciences, vol. 13, no. 8, pp. 1–14, 2023, doi: 10.3390/educsci13080837.
[19] H. Machost y M. Stains, “Reflective practices in education: A primer for practitioners,” CBE—Life Sciences Education, vol. 22, no. 2, pp. 1–11, 2023, doi: 10.1187/cbe.22-07-0148.
[20] A. Sudirman, A. V. Gemilang et al., “Reinforcing reflective practice through reflective writing in higher education: A systematic review,” International Journal of Learning, Teaching and Educational Research, vol. 23, no. 5, pp. 454–474, 2024, doi: 10.26803/ijlter.23.5.24.
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