Habilidades del pensamiento crítico y liderazgo docente: propuesta con perspectiva de género para la formación inicial

The aim of this paper is to propose guidelines for the development of critical thinking skills and the characteristics of teacher leadership through gender-sensitive practices in initial teacher education. To achieve this objective, we conducted a documentary review based on a qualitative research design, with which an exhaustive review of scientific articles and book chapters reported in the specialised literature is carried out. The findings show a conceptual linkage of the variables analyzed here, making plausible the articulation between the guidelines for successful inclusion and the characteristics of teacher leaders as a mechanism to promote critical thinking skills and the reduction of gender bias in educational institutions. We concluded that the six guidelines postulated in this paper are achievable, well-supported by existing literature, require the active participation of the academic community and can serve as a tool to open a critical and transformative debate in educational settings.