TEACHER TRAINING THROUGH THE DEVELOPMENT OF MATTHEW LIPMAN’S CRITICAL DIALOGICAL THOUGHT

Abstract

Within teacher training institutions, permament efforts are carried out in order to consolidate an educational excellence that encourages innovative teaching from an active participative and collaborative approach in the development of learning for teaching performance based on reflective practices. To this effect, the following paper is a qualitative research carried out through a case study which had for objective to describe the analysis of an experience inspired on Matthew Lipman’s critical dialogical thought model, applied to teachers in training of the Centro de Actualización del Magisterio in Zacatecas, Mexico. During the process, actions that encouraged the use of Conception, Information Organization, Reasoning processes and Translation, as well as Research processes were promoted as part of the categories of Lipman’s critical thought. The obtained results show an interaction among logical, creative, responsable and metacognitive thought of teachers is training.