Teachers’ reflective awareness between implicit beliefs and educational strategies against school dropout
This contribution examines school dropout in its various forms from a systemic perspective, exploring the dynamics that contribute to its complexity. It investigates how teachers’ implicit beliefs, specifically regarding growth mindset and fixed mindset (Dweck, 2006), influence educational practice...
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| Hoofdauteurs: | , , |
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| Formaat: | Artigo |
| Taal: | Inglês |
| Gepubliceerd in: |
Firenze University Press
2025-07-01
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| Reeks: | Formare |
| Onderwerpen: | |
| Online toegang: | https://oaj.fupress.net/index.php/formare/article/view/17618 |
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