Teaching Innovation Project Based on the Flipped Classroom Approach for the Development of Critical Thinking in the Course “Psychopedagogical Assessment” of the Special Education Teacher Training Program.

Abstract

The Universidad San Sebastián, Concepción campus, through its Special Education Teacher Training Program, is implementing an innovation process aimed at strengthening students’ analytical and reflective competencies. Within this framework, the course Psychopedagogical Assessment from a Multidimensional Model has identified a need to improve critical thinking due to deficiencies in analysis, inference, and evaluation skills. This leads to the guiding question: how can critical thinking be enhanced in special education teacher candidates through the implementation of a Flipped Classroom strategy?

The project proposes a flipped instructional plan combining digital pre-class resources—micro-videos, guided readings, and quizzes—with face-to-face sessions focused on critical discussion, case analysis, and collaborative problem solving. This approach aligns with institutional educational principles and national policies that promote reflective teachers capable of responding to diversity within inclusive learning environments.

The theoretical foundation draws on Bloom’s revised taxonomy, Piaget’s constructivism, Vygotsky’s sociocultural theory, and Facione’s critical thinking model, all essential for designing active and meaningful methodologies. Impact will be assessed using the CCTST, perception surveys, and performance in authentic tasks to measure autonomy, reflection, and argumentative ability. The implementation of this strategy is expected to significantly strengthen students’ critical thinking and contribute to the professional preparation of future teachers, enhancing the quality of inclusive education in Chile.