Enrique Correa Molina
Université de Sherbrooke
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Featured researches published by Enrique Correa Molina.
Estudios pedagógicos (Valdivia) | 2014
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
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
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
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
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
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
Enrique Correa Molina; Simon Collin; Philippe Chaubet; Colette Gervais
Perspectiva Educacional, Formación de Profesores | 2011
Enrique Correa Molina
Phronesis | 2013
Philippe Chaubet; Enrique Correa Molina; Colette Gervais
Pédagogies en développement | 2012
Enrique Correa Molina; Colette Gervais