Reflexión acerca del rol del docente universitario y el fortalecimiento del pensamiento complejo en estudiantes de maestría

Abstract

The general objective of this article is to establish the relationship between the reflection of the university teacher and the strengthening of complex thinking in students of the master's degree in higher education. The idea emerges, if the teacher's reflection is based on being, doing and undertaking knowledge, thus allowing teachers to provide
metacognitive tools to develop the complexity of thinking. Therefore, this research unfolds on the episteme of various authors who allowed to theoretically support this compendium. In this regard the research is built under the positivist paradigm, with a quantitative and correlational approach, since they have the purpose of measuring the relationship degree that It exists between two or more variables, in the same way a non-experimental design is applied cross-field transactional. The population was made up of 45 students of the master's degree in Higher Teaching of the Higher Institution of Administration and Education, ISAE University. For data collection, the questionnaire was applied as an instrument directed to the sample study. The methodology for data processing was descriptive statistics, through the distribution of frequencies considering the absolute and the relative. The correlation was carried out through Pearson's formula, resulting in a moderately positive correlation between the variables reflection of the university professor and complex thinking. It was concluded that university teachers possess and handle holistic and comprehensive knowledge from being to undertaking, however, it was considered pertinent to suggest less traditional activities or actions for this, the knowledge generated reaches the students in a meaningful way and these activate the complexity of the thinking in scientific production within the master's program.