LifeComp y la práctica docenteClaves de reflexión

  1. Jorge Úbeda 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Cuadernos de pedagogía

ISSN: 0210-0630 2386-6322

Any de publicació: 2022

Número: 528

Tipus: Article

Altres publicacions en: Cuadernos de pedagogía

Resum

The new European Framework for LifeComp is an opportunity to reflect on the professional profile of teachers. This article explains how this competence is specified in educational practice and offers keys for reflection on the professional profile from this competence.

Referències bibliogràfiques

  • Claro, S., Paunesku, D., & Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113, 8664 – 8668.
  • Dweck, C. (2006). Mindset.
  • Education Endowment Foundation. (2018). Metacognition and Self-regulated learning. Guidance Report.
  • Fernandes, P., Jardim, J., & Lopes, M.C. (2021). The Soft Skills of Special Education Teachers: Evidence from the Literature. Education Sciences, 11, 125.
  • Frondozo, C.E., King, R.B., Nalipay, M.J., & Mordeno, I.G. (2020). Mindsets matter for teachers, too: Growth mindset about teaching ability predicts teachers» enjoyment and engagement. Current Psychology, 1-4.
  • Heckman, J.J., & Kautz, T. (2012). Hard Evidence on Soft Skills. IZA Institute of Labor Economics Discussion Paper series.
  • Jeffs, C., Nelson, N.J., Grant, K.A., Nowell, L., Paris, B., & Viceer, N. (2021). Feedback for teaching development: moving from a fixed to growth mindset. Professional Development in Education, 1-14.
  • King, R.B., & Trinidad, J.E. (2021). Growth mindset predicts achievement only among rich students: examining the interplay between mindset and socioeconomic status. Social Psychology of Education, 1-18.
  • Martínez Orbegozo, E. (2019). El centro y las prácticas de colaboración docente como medios para la mejora educativa. Economía de la educación y política educativa, 910, 105-116
  • Mills, I.M., & Mills, B. (2018). Insufficient evidence: mindset intervention in developmental college math. Social Psychology of Education, 21, 1045-1059.
  • Nalipay, M.J., King, R.B., Mordeno, I.G., Chai, C.S., & Jong, M.S. (2021). Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education.
  • Ngang, T.K., Chan, TC, A., U., & Vetriveilmany, P. (2015). Critical Issues of Soft Skills Development in Teaching Professional Training: Educators» Perspectives. Procedia-Social and Behavioral Sciences, 205, 128-133.
  • Ngang, T.K., Yunus, H.M., & Hashim, N.H. (2015). Soft Skills Integration in Teaching Professional Training: Novice Teachers» Perspectives. Procedia – Social and Behavioral Sciences, 186, 835-840.
  • Priestley, M., Biesta, G. & Robinson, S. (2015). Teacher Agency. An ecologicalApproach. Bloomsbury.
  • Ronkainen, R., Kuusisto, E., & Tirri, K. (2019). Growth Mindset in Teaching: A Case Study of a Finnish Elementary School Teacher. International Journal of Learning, Teaching and Educational Research, 141-154.
  • Seaton, F.S. (2018). Empowering teachers to implement a growth mindset. Educational Psychology in Practice, 34, 41-57.
  • Wahl, H., Kaufmann, C., Eckkrammer, F., Mense, A., Gollner, H., Himmler, C., Rogner, W., Baierl, T., & Slobodian, R. (2012). Soft Skills In Practice And In Education: An Evaluation. American Journal of Business Education, 5, 225-232.
  • Yeager, D.S., Hanselman, P., Walton, G.M., Murray, J.S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B.L., Hulleman, C., Hinojosa, CP, Paunesku, D., Romero, C.A., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S.M., Carvalho, C.M., Hahn, P.R., Gopalan, M., Mhatre, P.C., Ferguson, R.F., Duckworth, A.L., & Dweck, C. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573, 364-369.