El razonamiento abstracto un proceso cognitivo clave en la formación docente de educación inicial

The general objective is: to determine the management carried out by teachers in the development of abstract reasoning as a cognitive process in the preparation of the Initial Education teacher. The focus of the research is mixed, a non-experimental design, descriptive, bibliographic and field research. A survey based on a questionnaire was applied to the entire population of seventh and eighth semester students of the Faculty of Social Sciences of the UTMch of the city of Machala. The most relevant data collected show that the teachers of the career in question almost entirely do not develop abstract reasoning in the corresponding students with the dimensions and indicators, which are detailed below: in the dimension of mental ability (confidence in itself, capacity for analysis and capacity for reasoning) 82.27% of the students confirm that teachers almost do not develop them. In the dimension of graphic imaginations (spatial ability, working with imagination and creativity) 92.20% of students confirm that educators do not promote it. In the dimension of interaction with games (social, communicative and cognitive skills), 78.72% argue that teachers do not strengthen them.  The general objective is: to determine the management carried out by teachers in the development of abstract reasoning as a cognitive process in the preparation of the Initial Education teacher. The focus of the research is mixed, a non-experimental design, descriptive, bibliographic and field research. A survey based on a questionnaire was applied to the entire population of seventh and eighth semester students of the Faculty of Social Sciences of the UTMch of the city of Machala. The most relevant data collected show that the teachers of the career in question almost entirely do not develop abstract reasoning in the corresponding students with the dimensions and indicators, which are detailed below: in the dimension of mental ability (confidence in itself, capacity for analysis and capacity for reasoning) 82.27% of the students confirm that teachers almost do not develop them. In the dimension of graphic imaginations (spatial ability, working with imagination and creativity) 92.20% of students confirm that educators do not promote it. In the dimension of interaction with games (social, communicative and cognitive skills), 78.72% argue that teachers do not strengthen them. &nbsp

Philosophy of education in initial teaching training. Technical university of Machala

El presente artículo tiene como objetivo socializar los criterios de los estudiantes de la carrera de Educación Inicial de la Universidad Técnica de Machala sobre la enseñanza de la asignatura de Filosofía de la Educación. Fueron empleados los métodos de revisión bibliográfica, análisis documental, analítico-sintético, estadístico y triangulación de datos; así como las técnicas de la entrevista en profundidad y el cuestionario. Como resultado se obtuvo la percepción del estudiantado sobre aspectos relativos al rol del docente, participación del estudiantado, metodología y valor axiológico de la asignatura.This article aims to socialize the criteria of the students of the Initial Education career of the Technical University of Machala on teaching the subject of Education Philosophy. The methods of bibliographic review, documentary analysis, analytical-synthetic, statistical and data triangulation were used; as well as the techniques of the in-depth interview and the questionnaire. As a result, the students’ perception of aspects related to the teacher’s role, student participation, methodology and axiological value of the subject was obtained