All daily tasks in relation to the given role (teacher, parent, manager) that can be used as an opportunity to include, exclude, or do nothing toward the individual that depends on this role (pupil, child, employee); distinguish perceived (current, used) and possible (what can be do) zones of action.
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.