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Dive into the research topics where Enrique Correa Molina is active.

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Featured researches published by Enrique Correa Molina.


Estudios pedagógicos (Valdivia) | 2014

Desafíos metodológicos para el estudio de la reflexión en contexto de formación docente

Enrique Correa Molina; Philippe Chaubet; Simon Collin; Colette Gervais

The present article covers three of our papers on critical thinking and the methodological approaches used in each one of them. It is a logical consequence of another one published by the same research team in 2010, revealing a critical view upon critical thinking. To begin with, this text stablishes the concept of critical thinking in order to, then, present each particular research, as well as to show the methodological difficulties undergone in order to confront the process and the process of critical thinking. The description of the research and the analytical dialogue developed by the team allow to stablish that the observation of critical thinking in an initial learning context needs manifestations of the order of actions or language. This implies temporal aliening due to the cannel or instrument. Conclusions allow arguing that it is necessary that those deciding upon planning and contents understand that one thing is proposing the critical initial formation and another one is to have the resources and tools necessary to accomplish that goal.


Estudios pedagógicos (Valdivia) | 2014

Methodological challenges for the study of the reflection in a teaching training context

Enrique Correa Molina; Philippe Chaubet; Simon Collin; Colette Gervais

The present article covers three of our papers on critical thinking and the methodological approaches used in each one of them. It is a logical consequence of another one published by the same research team in 2010, revealing a critical view upon critical thinking. To begin with, this text stablishes the concept of critical thinking in order to, then, present each particular research, as well as to show the methodological difficulties undergone in order to confront the process and the process of critical thinking. The description of the research and the analytical dialogue developed by the team allow to stablish that the observation of critical thinking in an initial learning context needs manifestations of the order of actions or language. This implies temporal aliening due to the cannel or instrument. Conclusions allow arguing that it is necessary that those deciding upon planning and contents understand that one thing is proposing the critical initial formation and another one is to have the resources and tools necessary to accomplish that goal.


Estudios pedagógicos (Valdivia) | 2014

Desafíos metodológicos para o estudo da reflexão no contexto da formação de professores

Enrique Correa Molina; Philippe Chaubet; Simon Collin; Colette Gervais

The present article covers three of our papers on critical thinking and the methodological approaches used in each one of them. It is a logical consequence of another one published by the same research team in 2010, revealing a critical view upon critical thinking. To begin with, this text stablishes the concept of critical thinking in order to, then, present each particular research, as well as to show the methodological difficulties undergone in order to confront the process and the process of critical thinking. The description of the research and the analytical dialogue developed by the team allow to stablish that the observation of critical thinking in an initial learning context needs manifestations of the order of actions or language. This implies temporal aliening due to the cannel or instrument. Conclusions allow arguing that it is necessary that those deciding upon planning and contents understand that one thing is proposing the critical initial formation and another one is to have the resources and tools necessary to accomplish that goal.


Estudios pedagógicos (Valdivia) | 2013

IOC, an instrument for the qualification of teaching performance in the classroom: Generation and validation

Inés Contreras Valenzuela; Sylvia Rittershaussen Klaunig; Enrique Correa Molina; Cristina Solís Zañartu; Claudio Núñez Vega; Nelson Vásquez Lara

This work is framed in an investigation that studies to what extent the practical formation influences professors’ performance when initiating their professional exercise. This article reports the creation and validation process of an evaluation instrument which allows establishing, starting from classroom observation, the performance level * Estudio Financiado por Proyecto Fondecyt No 1100771


Estudios pedagógicos (Valdivia) | 2013

IOC, um instrumento para qualificar desempenho docente em sala de aula: Sua geração e validação

Inés Contreras Valenzuela; Sylvia Rittershaussen Klaunig; Enrique Correa Molina; Cristina Solís Zañartu; Claudio Núñez Vega; Nelson Vásquez Lara

This work is framed in an investigation that studies to what extent the practical formation influences professors’ performance when initiating their professional exercise. This article reports the creation and validation process of an evaluation instrument which allows establishing, starting from classroom observation, the performance level * Estudio Financiado por Proyecto Fondecyt No 1100771


Estudios pedagógicos (Valdivia) | 2013

IOC, un instrumento para cualificar desempeño docente en aula: Su generación y validación

Inés Contreras Valenzuela; Sylvia Rittershaussen Klaunig; Enrique Correa Molina; Cristina Solís Zañartu; Claudio Núñez Vega; Nelson Vásquez Lara

This work is framed in an investigation that studies to what extent the practical formation influences professors’ performance when initiating their professional exercise. This article reports the creation and validation process of an evaluation instrument which allows establishing, starting from classroom observation, the performance level * Estudio Financiado por Proyecto Fondecyt No 1100771


Éducation et francophonie | 2010

Concept de réflexion : un regard critique

Enrique Correa Molina; Simon Collin; Philippe Chaubet; Colette Gervais


Perspectiva Educacional, Formación de Profesores | 2011

La práctica docente: una oportunidad de desarrollo profesional

Enrique Correa Molina


Phronesis | 2013

Considérations méthodologiques pour aborder la compétence à « réfléchir » ou à « faire réfléchir » sur sa pratique en enseignement

Philippe Chaubet; Enrique Correa Molina; Colette Gervais


Pédagogies en développement | 2012

Contenus alimentant la réflexion de stagiaires en début de formation

Enrique Correa Molina; Colette Gervais

Collaboration


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Philippe Chaubet

Université du Québec à Montréal

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Michèle Venet

Université de Sherbrooke

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Simon Collin

Université du Québec à Montréal

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Claudio Núñez Vega

Pontifical Catholic University of Chile

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Cristina Solís Zañartu

Pontifical Catholic University of Chile

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Inés Contreras Valenzuela

Pontifical Catholic University of Chile

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Sylvia Rittershaussen Klaunig

Pontifical Catholic University of Chile

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