Abstract

This study aims to identify and characterize the critical thinking skills activated in the discourse of preservice teachers, based on the pedagogical actions implemented by a teacher educator during science lessons. The research is framed within the interpretive paradigm, using a qualitative approach and a single case study design, complemented by discourse analysis. The results show that certain pedagogical actions (such as the formulation of open-ended questions, the use of Socratic dialogue, the modeling of a skeptical attitude, and the implementation of inquiry-based methodologies) promote the activation of skills such as inference, analysis, explanation, and, to a lesser extent, self-regulation. It is concluded that these pedagogical practices help create favorable conditions for the development of critical thinking in teacher education. This study offers a situated contribution that invites further exploration of effective strategies to strengthen this competence in future teachers.