How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.

Biological invasions are considered to be one of the leading causes of biodiversity loss worldwide. Freshwater ecosystems are amongst the most biodiverse, containing about 50% of the world’s known fish species but, ironically, are the most invaded ecosystems. In Portuguese freshwaters, there are currently 20 identified non-native fishes, arriving at an unprecedented rate of a new species every two years. A recent non-native is the European catfish Silurus glanis, a top predator native to Central and Eastern Europe, that arrived at the Lower Tagus (Portugal) circa 2006. This study compares the dietary habits of this top predator in two different habitats of the Lower Tagus in order to evaluate its potential impact. The stomach contents of 96 individuals were analyzed, 61 from the lotic environment and 35 from the lentic systems. A total of 66 stomachs contained prey items, 38 from the lotic and 28 from the lentic. Diet varied considerably between habitats, with shrimp and crayfish being the most abundant prey items in the lentic systems and shrimp and fish the most abundant prey items in the lotic section. Tendency to piscivory was observed in large-sized individuals. Overall, the findings in this study provide the first evidence of the potential impacts of European catfish through predation on the fish communities.

The aim of this paper is to present a research-based analysis on the Mezirow’s theory of transformative learning, by first outlining the foundations of the theory and its status and trends, and then highlighting the role played on adult education by the core elements of transformative learning: critical reflection, dialogue, and individual experience. The concept of this essay is to present the current knowledge including substantive findings as well as theoretical and methodological contributions on Mezirow’s theory of transformative learning. This essay reviews the collective evidence of the theory of transformative learning, looking for similarities and differences on competing theories. The analysis shows that none of the core elements of transformative learning stand-alone, but each supports and enhances the rest, suggesting a more holistic approach to future research. While these elements must be present for transformative learning to occur, a new and lesser researched element - the context – is suggested. By developing awareness and appreciation of personal and sociocultural context, educators can better facilitate transformative learning situations within existing contextual constraints. The need to help learners actively participate and engage with the concepts presented in the context is the key message to be taken from Mezirow’s theory of transformative learning.

El artículo desarrolla la importancia de la mediación cognitiva efectuada por las y los profesores como recurso indispensable para el progreso de las y los alumnos en procesos de autonomía, metacognición y aprendizaje autorregulado, perfeccionando y regulando las estrategias de aprendizaje y fomentando nuevas formas de abordar las tareas escolares. Las prácticas y las experiencias de aprendizaje mediatizado valoran el aula donde se diferencian las situaciones de enseñanza y aprendizaje, donde todos las y los alumnos aprenden consecuentemente con propuestas pedagógicas y actividades adecuadas y desafiantes en un espacio en el que las y los alumnos y las y los profesores son colaboradores en el marco del proceso de aprendizaje. Nuestro punto de partida es el paradigma de aprendizaje socio-constructivista, donde la pedagogía está pensada para potenciar los aprendizajes de las y los alumnos en cuanto se los considera actores principales de su desarrollo intelectual. Este artículo está elaborado a partir de un análisis de constructos teóricos relevantes en el área de la enseñanza y el aprendizaje.

La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación Reis-Jorge, José; Ferreira, Marco; Olcina-Sempere, Gustau La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación Revista Educación, vol. 44, núm. 1, 2020 Universidad de Costa Rica, Costa Rica Disponible en: http://www.redalyc.org/articulo.oa?id=44060092038 DOI: https://doi.org/10.15517/revedu.v44i1.39044Esta obra está bajo una Licencia Creative Commons Atribución-NoComercial-SinDerivar 3.0 Internacional.