Hypothetical Thinking in Primary Education Teachers: A Finding in Practice
DOI:
https://doi.org/10.58265/pulso.8548Keywords:
Education,, Primary School, Hypothesis, Thinking, ResearchAbstract
This study presents the results of research conducted with Primary Education teachers in Venezuela. The objective was to identify the hypotheses that teachers formulate during the teaching and learning process in their daily practice. A qualitative study with an ethnographic approach was carried out. The investigation focused on two dimensions of school practice likely to contain hypothetical statements: the implicit conjectures that emerge in pedagogical action and the teaching objectives that teachers design or state in their daily planning to guide classroom work. The results show the existence of a hypothetical environment that consistently surrounds teaching practice. This is manifested in statements within teachers’ discourse and in the content of instructional activity objectives, revealing anticipations, assumptions of achievement, and expectations regarding student development. It is concluded that pedagogical practice is configured as an activity of a hypothetical nature, in which teachers continuously construct interpretations and predictions that guide their decision-making in the classroom
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