Teacher training and critical thinking

Seminar 1917

Chair: CLACSO
Coordination: Ruth Milena Páez Martínez (Postgraduate Network in Education, Colombia)
Home: 21 / 06 / 2019 | Registration: 04/05/2019 al 18/06/2019

Teaching team: Ruth Milena Páez Martínez, Victor del Carmen Avendaño, Jairo Alberto Galindo, Melany de San Juan Gonzalez and Juan Ramón Moreno Vera.

Workload: 12 weeks – 90 hours.

Payment methods
If you have a link with a CLACSO Associated Center:

Paying in one payment: USD 95 (includes issuance and shipping costs of the digital certificate).

If you have a link with a Network or Institution Associated with CLACSO:

Paying in one payment: USD 140 (includes issuance and shipping costs of the digital certificate).

If you do NOT have a link with a CLACSO Associated Center:

Paying in one payment BEFORE 10/06/2019: USD 150 (includes issuance and shipping costs of the digital certificate).
Paying in one payment: USD 190 (includes issuance and shipping costs of the digital certificate).

Course presentation:

The seminar "Teacher Training and Critical Thinking (CT)" aims to contribute to the professional development of novice teachers, professionals, those pursuing teacher training, researchers, and anyone interested in educational issues from a critical perspective. It is for those who wish to examine their micro and macro environments more closely, considering all the content and dynamics they generate.

The integration of critical thinking with teacher training is a rare feature in institutional settings that aim to contribute to such training. This seminar will address four key issues:

a) Can critical thinking be taught and learned? What are some of the teaching methods of critical thinking?

b) Logical and argumentative use of discourse, both for thinking and for helping others understand how they think. How to unravel fallacies based on PC skills?

c) Reading painting, film and portraiture in PC perspective.

d) Importance of Digital Critical Humanities (DCH) in teacher training and PC use.

e) Freire's contributions to the development of teachers' professional development.

Contents:

Critical Thinking and Education.
Towards a didactics of critical thinking.
Argumentation theory as a strategy for generating critical thinking.
Unraveling fallacies as a PC skill.
Hypervisibility vs. Invisibility. Women as artists.
Female roles and traits in film.
Digital Humanities and Critical Thinking. a) As a discipline.
Digital Humanities and Critical Thinking. b) Challenges in Teacher Training.
Digital Humanities and Critical Thinking. c) Prospects for Teacher Training.
Freire in the development of critical thinking in teachers.

General Bibliography of the Seminar

Chacón Ángel, Policarpo, Covarrubias Villa, Francisco, The Platonic substrate of pedagogical theories. Time to Educate [online] 2012, 13 (January-June).

Ertmer, P., & Newby, T. (1993). Behaviorism, cognitivism, and constructivism: A comparison of critical aspects from the perspective of instructional design. Performance improvement quarterly, 6(4), 50-72.

Adorno, TW, Becker, H., Kadelbach, G., & Muñoz, J. (1998). Education for emancipation: lectures and conversations with Hellmut Becker (1959-1969). Morata Editions.

Paul, R., & Elder, L. (2005). Standards of Competence for Critical Thinking: Standards, Principles, Performance, Indicators, and Outcomes. With a Master Rubric for Critical Thinking.

Moreno-Pinado, W, & Velázquez Tejeda, M. (2017). Didactic Strategy to Develop Critical Thinking. REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, 15(2), 53-73.

Saiz, C. (2008). Evaluation in critical thinking: a proposal to differentiate ways of thinking. Ergo 22-23, Veracruzana University.

Wenston, Anthony (2005) The Keys to Argumentation. Tr. Malem, Jorge F. Barcelona: Ariel.

Vega, L. (2007) If it's about arguing. Barcelona: Montesinos.

Vega, L. (2013) The fauna of fallacies. Madrid: Trotta.

Herrera, A. & Torres, J. (2007) Fallacies. Mexico: Torres y Asociados.

Fernández Valencia, A. (1997). Painting, female protagonism and the history of women. Art, individual and society, Vol. 9, 129-158.

Moreno, JR. and Vera, MI. (2016). QR-Learning: the invisibility of women in art. Revista Estudios, 33, pp. 1-22.

Tibol, R. (2007). Frida Kahlo, an open life. Mexico City: UNAM

Gamarra, M.; Luján González, L. (2012). The image of women in historical film discourse (1939-1957). Proceedings of the III International Congress of the Argentine Association of Film and Audiovisual Studies.

Moreno, JR. and Vera, MI. (2013). Thelma & Louise, a case study in gender learning. In JJ. Díaz, A. Santisteban and A. Cascajero (eds.) Media and critical thinking. New forms of social interaction (pp. 469-477). Guadalajara: AUPDCS Martínez Salanova, E. (2018). The image of women in film.

Rodríguez-Ortega, N. (2014). Prologue: Digital Humanities and Critical Thinking. In E. Romero-Frías and M. Sánchez-González (Eds), Social Sciences and Digital Humanities. (pp. 13-17). Tenerife: Cuadernos Artesanos de Comunicación.

RODRIGO-CANO, Daniel; DE-CASAS-MORENO, Patricia; AGUADED, Ignacio. The role of the university teacher and their involvement in the digital humanities. [Sl], v. 8, n. 2, p. 13-31, May 2018. ISSN 2174-1859.

Vázquez-Cano, E. and Sevillano-García, ML (2017). Places and spaces for the educational and ubiquitous use of mobile digital devices in higher education. EDUTEC, 62.

Piscitelli, A. (2015) Digital Humanities and the new educational normal. TELOS Journal, 101, 1-10.

Bassett, C. (2017). Critical Digital Humanities and Machine Learning.

Páez, R., Rondón, Gy Trejo, J. (2018). Chapters 2 and 6. Teacher training and critical thinking in Paulo Freire. Buenos Aires: CLACSO.

FAQ

What do I need to take a CLACSO virtual seminar?

The basic requirements for taking a seminar are:

Availability of at least 4 hours per week to dedicate to the seminar course.
Internet access.
Reasonable handling of communication and computer tools.
Language proficiency in the language in which the course will be taught. The official languages are Spanish and Portuguese.

What is the length of a CLACSO virtual seminar? What is the total number of hours?

The seminars last 12 weeks, plus the completion of a final project. A total of 90 hours of dedication will be credited.

What is the work modality and dynamics?

A course consists of twelve classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.