Abstract
The present article is a qualitative investigation of phenomenological
interpretative paradigm, of documentary type; and seeks to analyze the
transformation of the teacher from the complex thinking, centered on the
teacher-student benefit, through a bibliographic documentary triangulation of
the authors Edgar Morin and Matthew Lipman with the subject of complex
thinking and the necessary knowledge for education, David Ausubel, Jean
Piaget and Lev Vygotsky with educational psychology, Pérez Esclarín with the
humanization of education, and finally with contributions from Honore Bernard,
UNESCO in the field of teacher transformation. Faced with the crisis and the
evolution of education in Latin America requires an educational reform where
innovation, creativity, training, vocation and love of teaching practices are
contemplated, looking towards the adjustment profile of the current reality of
apprentices, assuming in a continuous way the challenge of breaking barriers
that obstruct the goal that is pursued in the multidimensional, professional,
spiritual and human field, immersed in the complexity of their work, and
interacting with all the interior and exterior elements of their humanity that are
exposed in the challenge of complex thinking.
Keywords: special education teachers; vocational education; thinking.
Date Received: 08-05-2017
Date Acceptance: 28-10-2017
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Arbitrado
Teacher Transformation from Complex Thinking