Pensamiento complejo en la formación inicial docente: Percepción de directivos y docentes en Chile

Abstract

This doctoral thesis seeks to know the perceptions of managers and teachers belonging to a group of Faculties of Education, regarding the incorporation of Complex Thinking in Initial Teacher Training as a contribution to the teachinglearning processes within the Pedagogy careers. The approach used is of an interpretive qualitative nature, through a multiple case study research design. To collect the data, an in-depth interview was applied to a group of 12 managers in charge of the academic management of three Faculties of Education, 40 selfadministered questionnaires to academics from the same faculties and an analysis of the Regulatory Frameworks of the Initial Teacher Training and the Educational Projects of the institutions addressed. The conclusions of this research allow us to account for the limited knowledge about the theory of Complex Thinking in Teacher Training in Chile, as well as confirm the facilitating and hindering features for the incorporation of an epistemology of second-order thinking