ABSTRACT
This research aims to describe the curricular thinking of students from six pedagogy careers and compare it according to their sociodemographic characteristics. The study is cross-sectional and was conducted between the years 2020 and 2021. A total of 572 students participated and the sample was by convenience. The instrument used, besides the sociodemographic variables, is composed of 50 items divided into three main dimensions: Content, Evaluation, and Methodology. The results indicate that the predominant curricular thinking is constructivist, with no clear association between the year of entry and curricular thinking. Furthermore, students in a given career do not exhibit a predominant curricular thinking.
Keywords
Curricular thinking; Initial teacher training; Behaviorism; Constructivism; Beliefs