Magíster en Educación Mención Currículum y Comunidad Educativa / Nombre Del Autor: Carolina Estefanía Álvarez Rojas Profesor Guía: Manuel Silva Águila Grado Académico Obtenido: Magíster en Educación Mención Currículum y Comunidad Educativa Título de la Tesis: Planificación Para La Comprensión; Un Estudio Cuasi Experimental. En el presente trabajo se presentan dos grandes áreas relacionadas a la planificación docente. Primero, los “Estándares Orientadores para Carreras de Pedagogía en Educación Media” entregado por el Ministerio de Educación Chileno, el que establece las bases mínimas tanto de conocimiento como de habilidades que cada futuro egresado de pedagogía en educación media debe poseer. Segundo, el modelo “Understanding By Design” el que busca implementar una estructura, compatible con todo marco curricular que permita a los profesores de cualquier disciplina, promover en sus alumnos aprendizajes y sobre todo comprensión profunda y duradera de los contenidos. Ambos áreas de investigación serán trabajadas desde perspectivas teóricas como también serán analizadas cuantitativamente para poder determinar la significancia de la comprensión al momento de planificar, es decir, se verificará la incidencia que un curso de planificación puede tener, todo desde la perspectiva de estudiantes de Formación Inicial Docente

abstract: The purpose of this action research was to work with Brazilian trained educators in a Community of Practice (CoP) to explore how teachers collectively define and talk about critical thinking (CT). The research also examined how past teaching experiences shaped their attitudes toward emphasizing CT in teaching. In addition, the research studied how participation in a CoP focused on CT changed classroom planning. The study is grounded in Community of Practice and Social Constructivism. As an international school, this study examined related research conducted in Jordan, Hong Kong, Taiwan, and Pakistan. This qualitative action research was 12 weeks in length with six participants who were all from Brazil and worked at a private bilingual international secondary school. Participants completed an initial interview and final interview. They also completed online journals, which were assembled weekly for 45 minutes, and maximized their efforts constructing a unit plan utilizing the Understanding by Design method. The results of the study describe the teachers’ definition of critical thinking, and also present an understanding of how the CoP shaped their attitudes. This, in turn, resulted in members’ updated classroom planning, which was due to participation in the cohort. Further issues and credibility, contextualization, and transferability as well as researcher positionality were discussed. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019