CRITICAL THINKING. UNDEVELOPED COMPETENCE IN TEACHERS? A REVIEW

Purpose: In a framework of the notoriety of the lack of critical thinking competence in teachers, it was intended to give approximations that allow visualizing the formative failures that lead to the precariousness of developing this thinking in young students. Method: An exhaustive systematic review of 27 scientific articles was made using the PRISMA methodology and the Atlas ti® tool to identify and code subcategories. Results and conclusion: The results showed that this competence was not developed in many teachers and, therefore, the promotion of this competence in the students of these teachers is not applied either, having as a good example to follow the action-research interventions that some authors carried out. Research implications: Likewise, the educational systems where the studies were registered were described as a barrier instead of an incentive. University educational management should give greater consideration to the systematization and transmission of critical thinking promotion strategies in teachers, designing a mechanism for recurrent support to achieve greater effectiveness in implementation with students. Originality/value:That situation led to the reflection that the curricular plans of university students must be reviewed to improve the development and strengthening of this thought, starting with teachers. However, it should be noted that very few contributed practical strategies that could be implemented for this purpose.