The way of managing the equity, equality, and need justice principles in a rigid (use of one principle) manner or according to the nature of the context (flexible manner: use of three principles): Equality in the case of working or exercising, equity in the case of assessment, and need in the case of knowledge transmission or training.
Published in Chapter:
The Role of Social Cognitive Flexibility in Effective Teaching
Aneta Mechi (University of Geneva, Switzerland) and Margarita Sanchez-Mazas (University of Geneva, Switzerland)
Copyright: © 2016
|Pages: 30
DOI: 10.4018/978-1-4666-9634-1.ch011
Abstract
In response to teachers' uncertainty and helplessness facing some types of cross-domain educational situations (CDESs), such as aggressive or impolite behavior, lack of interest, slow understanding, or drop in performance, the social cognitive flexibility (SCF) approach proposes an alternative way of considering teaching which focus not on the pupil as a problem but on the problematic nature of the situation. In this chapter, the two-phase SCF competence is theorized and illustrated by applied research and analyzed in close relation with teachers' perception of zone of action, theirs inclusive behaviors and epistemic inclusion in order to provide teachers with effective, tested, and concrete tools. SCF procedures are easy to implement, follow and routinize in the daily practice and they allow teachers master the cross-domain problems, foresee them, and even transform them into learning sequences. A training SCF program for future teachers is presented as well as some avenues for research.