“…Implicit theories, given their idiosyncratic nature, extend the framework of studies on beliefs, affecting principles, beliefs, goals, expectations, values, and practise models (Mitchell, 1995 ), and, due to their interdisciplinary study, there are connexions with social representations (Castorina et al, 2005 ). It is worth highlighting that, in the education context, the implicit theories are reconstructed based on educational knowledge gained through training and work actions (Marrero, 1993 ) in such a way that, compared with the knowledge representation of the explicit educational theories, the implicit theories entail knowledge attribution, beliefs that the individual pragmatically assumes (Ros-Garrido and Chisvert-Tarazona, 2018 , p. 99; Maldonado et al, 2019 ). As their acceptance reveals a semiological relationship between theory and action, where the intentional perspective is prioritised over linear consistency, it is important to consider the holistic role of teachers, who work not under instruction, but rather as creators of a sense of unity (Zabalza, 1987 , p. 115):…”