scholarly journals Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model

2022 ◽  
Vol 9 (2) ◽  
pp. 219-239
Author(s):  
Esra DERELİ ◽  
Hatice DELİ
Keyword(s):  
Gifted Children ◽  
School Teachers

scholarly journals An Overview on the Pre-School Teachers’ Psychological Readiness while Working with Gifted and Talented Children

2021 ◽  
pp. 399-410
Author(s):  
Yulia Zhurat ◽  
◽  
Bohdana Holyk ◽  
Oksana Polishchuk ◽  
◽  
...  
Keyword(s):  
Gifted And Talented ◽  
Gifted Children ◽  
School Teachers ◽  
Self Confidence ◽  
Psychological Training

The problem of giftedness is now becoming more urgent, and therefore every educator working in pre-school institutions should be improved, look for more and more new ways to work with gifted children, try to create comfortable conditions for such children, to improve and develop themselves, only in that case they will be well psychologically prepared to work with gifted children. It should be solved the problem of psychological training of nursery teachers precisely for work with gifted children. After all, the educator creates an atmosphere that can inspire children or destroy their self-confidence, or encourage or repress interests.

Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children

2017 ◽  
Vol 29 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Carla Vreys ◽  
Gilles Ndanjo Ndungbogun ◽  
Tessa Kieboom ◽  
Kathleen Venderickx
Keyword(s):  
Best Practices ◽  
Primary School ◽  
Gifted Children ◽  
Training Effects ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Attitudes

scholarly journals Perceptions of Giftedness and Classroom Practice with Gifted Children – an Exploratory Study of Primary School Teachers

2021 ◽  
Vol 10 (3) ◽  
pp. 291-315
Author(s):  
José Reis-Jorge ◽  
Marco Ferreira ◽  
Gustau Olcina-Sempere ◽  
Beatriz Marques
Keyword(s):  
Primary School ◽  
Exploratory Study ◽  
Classroom Practice ◽  
Gifted Students ◽  
Gifted Children ◽  
Structured Interviews ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
Gifted Learners

The Decree-Law 54/2018 combined with Ordinance 223-A / 2018 - Article 33 regulates the inclusion of gifted students in Portuguese schools. This study aims to investigate primary school teachers` perceptions of giftedness and their experiences of working with gifted children in their regular classes. This is an exploratory study with 13 teachers and the data were collected through semi-structured interviews. Our participants tended to represent giftedness with an emphasis on the intellectual traits of gifted learners and to adjust their pedagogical approach accordingly. Their assessment practices focused essentially on product-oriented approaches instead of process-oriented approaches. Our findings suggest that there is still a long way to go, especially in terms of formal teacher training, to tailor teaching to the needs and characteristics of gifted learners.

scholarly journals What does giftedness mean according to teachers?

2016 ◽  
Vol 8 (2) ◽  
pp. 150 ◽  
Author(s):  
Deniz Ozcan ◽  
Furkan Kaya
Keyword(s):  
Primary School ◽  
Gifted And Talented ◽  
Research Study ◽  
Structured Interview ◽  
Study Data ◽  
Ring Theory ◽  
Gifted Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Talented Students

The purpose of this research study was to determine the primary school in-service teachers’ views about giftedness. Totally 30 primary school in-service teachers had participated in this study. Data was collected via Semi-structured interview form and comparatively tried to be discussed considering some of the most common conceptions of giftedness. Findings indicated that primary school teachers’ views about giftedness and their knowledge about giftedness are inadequate for the realization and the nomination of the gifted children. Keywords: Giftedness, Gifted and Talented Students, Teachers Views, Three Ring Theory.

scholarly journals PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS

2021 ◽  
Vol 79 (1) ◽  
pp. 133-161
Author(s):  
Vesna Svalina ◽  
Blaženka Bačlija Sušić ◽  
Goran Lapat
Keyword(s):  
Music Education ◽  
Primary School ◽  
Primary Schools ◽  
Gifted Students ◽  
Theory And Practice ◽  
Gifted Children ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teacher Mentor ◽  
Further Development

Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia

Honing the skills of gifted children.

2002 ◽  
Author(s):  
Lashell Stratton
Keyword(s):  
Gifted Children
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