Rethinking competences at school: an organisational change and beyond

Journal title PSICOLOGIA DELLA SALUTE
Author/s Vincenza Capone
Publishing Year 2023 Issue 2023/1 Language Italian
Pages 6 P. 18-23 File size 181 KB
DOI 10.3280/PDS2023-001004
DOI is like a bar code for intellectual property: to have more infomation click here

Below, you can see the article first page

If you want to buy this article in PDF format, you can do it, following the instructions to buy download credits

Article preview

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

A reflection is proposed on non-cognitive competences at school and the need for organisational and cultural change that the introduc-tion of such competences entails. A special focus will be given to the role of teachers as a lever for change.

Keywords: non-cognitive skills, organisational change, teachers.

  1. Weißenfels M., Klopp E. and Perels F. (2022). Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change. Frontiers in Education.
  2. Scaratti G., Ripamonti S. e Ivaldi S. (2018). Conoscere e apprendere nelle organizzazioni. [Knowledge and learning in organisations]. In Argentero G. e Cortese C.G. (a cura di), Psicologia delle Organizzazioni [Organizational Psychology]. Milano: Raffaello Cortina, pp. 75-109.
  3. Scaratti G. e Kaneklin C.L. (2012). Forme e ragioni della formazione situata [Forms and reasons of situated training]. In Scaratti G., Alastra V. e Kaneklin C.L. (a cura di), La formazione situata. Repertori di pratica. [Situated training. Repertoires of practice]. Milano: FrancoAngeli, pp. 23-52.
  4. Rullani E. (2004). Economia della conoscenza. Creatività e valore nel capitalismo delle reti. [Knowledge economy. Creativity and value in network capitalism]. Roma: Carocci.
  5. Quaglino G.P. (1990). Appunti sul comportamento organizzativo [Notes on organisational behaviour]. Torino: Tirrenia Stampatori.
  6. Pressley T., Ha C. and Learn E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36: 367-376.
  7. Meek V.L. (1988). Organizational Culture: Origins and Weaknesses. Organization Studies, 9(4): 453-473.
  8. French W.L. and Bell C.H. (1999). Organization Development: Behavioural Science Interventions for Organization Improvement. Upper Saddle River: Prentice-Hall.
  9. Braibanti P., Gagliardi M.P., Di Trani M. e Bertini M. (2022). Promozione della salute a scuola: il dibattito sulle competenze “cognitive e non cognitive” e i compiti della psicologia della salute [Health promotion at school: the debate on “cognitive and non-cognitive” skills and the tasks of health psychology]. Psicologia della Salute, 2: 13-30. DOI: 10.3280/PDS2022-0020
  10. Bakker A.B. and Demerouti E. (2007). The Job Demands‐Resources model: state of the art. Journal of Managerial Psychology, 22: 309-328. DOI: 10.1108/0268394071073311

Vincenza Capone, Ripensare alle competenze a scuola: un cambiamento organizzativo e non solo in "PSICOLOGIA DELLA SALUTE" 1/2023, pp 18-23, DOI: 10.3280/PDS2023-001004