其他摘要：In recent years, the penetrating social influence of digital media popularizesteaching methodologies, proposals and recipes, which, in many cases, lackacademic credentials to justify its validity, or even, have already been refutedby the scientific community, becoming in mere educational hoaxes. Given this current reality, this research article reviews and reflects on the training of teachers (general and of science) proposing that it should be based on accredited research results, to achieve high educational standards. The proposal is articulated around several educational elements: some, contributed by the didactics of science, such as scientific and technological literacy, education in context and training model of science teachers, and others, contributed by general educational research, such as professional teaching knowledge, test-based research, cognitions, educational neuroscience and critical thinking. The reflection emphasizes the themes and needs shared between these elements, proposing the concept of critical literacy, which is developed in a taxonomy of critical thinking skills,considered essential for teacher training in the digital information space, common to all current education. Finally, an empirical model and some general features are suggested, such as the integration of knowledge and the development of critical thinking skills during teacher training, to meetcurrent teaching and learning requirements in relation to critical literacy in science and technology.
关键词：formación del profesorado;educación;contexto;conocimiento profesional del profesorado;educación basada en evidencias;pensamiento crítico;alfabetización crítica
