Critical reading and reflective thinking in the pedagogical practice of secondary school teachers

Abstract

The present research study was aimed at interpreting the scope of critical reading and reflexive thinking in the pedagogical practice of secondary school teachers. The pedagogical practices of subject teachers who have shown high academic performance on the part of students in the records of external test results, and their relationship with critical reading and reflective thinking are assumed as the main theme of the research. The object of study and the methodology proposed enable the selection of a non-probabilistic sample, with key informants, due to the nature of the research. As results, it was obtained that the pedagogical practices of the participants are related to the reading habit and reflective thinking.