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

Authors

https://doi.org/10.17583/qre.8097

Keywords:


Downloads

Abstract

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.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Author Biographies

José Reis-Jorge, Instituto Superior de Educação e Ciências-ISEC Lisboa

José Reis-Jorge is Full Professor of Education and Principal Investigator at Instituto Superior de Educação e Ciências-ISEC Lisboa, Portugal, and Honorary Senior Lecturer at the University of Liverpool (online Education), UK.

Marco Ferreira, Instituto Superior de Educação e Ciências-ISEC Lisboa

Marco Ferreira is Professor of Education at Instituto Superior de Educação e Ciências - ISEC Lisboa, and Visiting Professor at the Department of Education, Social Sciences and Humanities – Faculdade de Motricidade Humana – Universidade de Lisboa, Portugal.

Gustau Olcina-Sempere, Universidad Jaume I

Gustau Olcina-Sempere is Lecturer of Music Education in the Department of Education and Didactics of Specific Subjects at the University Jaume I, Spain.

Beatriz Marques, Instituto Superior de Educação e Ciências - ISEC Lisboa

Beatriz Marques is assistant researcher at the Centre for Studies and Applied Research/CEIA - ISEC Lisboa, Portugal.

References

Alencar, E. (2007). Caraterísticas sócio-emocionais do sobredotado: Questões atuais. Psicologia em Estudo, 12(2), 371-378. https://doi.org/10.1590/S1413-73722007000200018.

Google Scholar

Altintas, E., & Ilgun, S. (2016). The term “gifted children” from teachers` view. Educational Research and Reviews, 11(10), 957-965. https://doi.org/10.5897/ERR2016.2762.

Google Scholar

Azevedo, S., & Mettrau, M. (2010). Altas habilidades/superdotação: Mitos e ilemas docentes na indicação para o atendimento. Psicologia, Ciência e Profissão, 30(1), 32-45. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1414-98932010000100004

Google Scholar

Baudson, T. G., & Preckel, F. (2013). Teachers' implicit personality theories about the gifted: An experimental approach. School Psychology Quarterly, 28, 37–46. https://doi.org/10.1037/spq0000011.

Google Scholar

Benny, N., & Blonder, R. (2016). Factors that promote/inhibit teaching gifted students in a regular class: Results from a professional development program for chemistry teachers. Education Research International, ID 2742905. https://doi.org/10.1155/2016/2742905.

Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa.

Google Scholar

Camelo, S. (2014). Os alunos sobredotados no olhar dos docentes do 1º ciclo. (Unpublished Masters Thesis). Fernando Pessoa University.

Google Scholar

Clark, B. (2008). Growing up gifted (7th ed.). Pearson Prentice Hall.

Google Scholar

Cohen, L., Manion, L., & Richardson, K. (2019). Research methods in education (8th ed.). Routledge.

Google Scholar

Court, D. (2013). What is truth in qualitative research? Why is this important for education? Educational Practice and Theory, 35(2), 5-14. https://doi.org/10.7459/ept/32.2.02.

Google Scholar

Cresswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed method research (2nd ed.). Sage.

Google Scholar

Cross, J. R., & Cross, T. L. (2015). Clinical and mental health issues in counseling the gifted individual. Journal of Counseling & Development, 93(2), 163-172. https://doi.org/10.1002/j.1556-6676.2015.00192.x.

Google Scholar

Gama, M. (2007). Parceria entre família e escola. In D. S. Fleith (Ed.), A construção de práticas educacionais para alunos com altas habilidades/sobredotação. (Vol. 3, pp. 61-73). Ministério da Educação, Secretaria de Educação Especial.

Google Scholar

Jie, L. Z., & Hassan, S. A. (2019). School counseling services for gifted and talented students: a systematic review of literature. Malaysian Journal of Medicine and Health Sciences, 15, 128-133.

Google Scholar

Khalil, M., & Accariya, Z. (2016). Identifying “good” teachers for gifted students. Creative Education, 7, 407-418. https://doi.org/07. 407-418. 10.4236/ce.2016.73040

Google Scholar

Lassig, C. J. (2009). Teachers’ attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18, 32–42. https://eprints.qut.edu.au/32480/1/32480.pdf.

Google Scholar

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Google Scholar

Little, C. (2012). Curriculum as motivation for gifted students. Psychology in the Schools, 49(7), 619-723. https://doi.org/10.1002/pits.21621.

Google Scholar

Martin, L., Burns, R., & Schonlau, M. (2009). Mental disorders among gifted and nongifted youth: A selected review of the epidemiologic literature. Gifted Child Quarterly, 54(1), 31–41. https://doi.org/10.1177/0016986209352684.

Google Scholar

Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160. https://doi.org/10.1080/15332276.2018.1537685.

Google Scholar

Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. https://www.jstor.org/stable/42589189

Google Scholar

Marton, F., & Booth, S. (1997). Learning and awareness. Lawrence Erlbaum Associates, Inc.

Google Scholar

Miranda, L., & Almeida, L. (2019). Apoio educativo aos alunos com altas capacidades: Legislação nas primeiras duas décadas do século XXI em Portugal. Revista Amazónica, XXIV(2), 110-131. https://dialnet.unirioja.es/servlet/articulo?codigo=7885358

Google Scholar

Mogashoa, T. (2014). Applicability of constructivist theory in qualitative educational research. American International Journal of Contemporary Research, 4(7), 51-59. http://www.aijcrnet.com/journals/Vol_4_No_7_July_2014/7.pdf

Google Scholar

Narimani, M., & Mousazadeh, T. (2010). A comparison between the metacognitive beliefs of gifted and normal children. Procedia Social and Behavioral Sciences, 2, 1563-1566. https://doi.org/10.1016/j.sbspro.2010.03.236

Google Scholar

National Association for Gifted Children (2009). Key considerations in identifying and supporting gifted and talented learners: A report from the 2018 NAGC Definition Task Force. NAGC.

Google Scholar

Neihart, M., Reis, S. M., Robinson, N. M., & Moon, S. M. (2002). The social and emotional development of gifted children. What do we know? Prufrock.

Google Scholar

Netz, H. (2014). Gifted Conversations: Discursive Patterns in Gifted Classes. Gifted Child Quarterly, 58(2), 149-163. https://doi.org/10.1177/0016986214523312

Google Scholar

Newman T. M. (2008). Assessment of giftedness in school-age children using measures of intelligence or cognitive abilities. In S. I. Pfeiffer (eds.), Handbook of giftedness in children (pp. 161–176). Springer.

Google Scholar

Olszewski-Kubilius, P., Lee, S.-Y., & Thomson, D. (2014). Family Environment and Social Development in Gifted Students. Gifted Child Quarterly, 58(3), 199–216. https://doi.org/10.1177/0016986214526430.

Google Scholar

Olszewski-Kubilius, P., Subotnik, R. F., & Worrell, F. C. (2015). Antecedent and concurrent psychosocial skills that support high levels of achievement within talent domains. High Ability Studies, 26(2), 195-210. https://doi.org/10.1080/13598139.2015.1095077.

Google Scholar

Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A Metaphor Analysis. Roeper Rev., 36(2), 122-132. https://doi.org/10.1080/02783193.2014.884200.

Google Scholar

Ormston, R., Spencer, L., Barnard, M., & Snape, D. (2014). The foundations of qualitative research. In J. Ritchie, J. Lewis, M. N. Carol, & R. Ormston (Eds.), Qualitative research practice: A guide for social science students and researchers (2nd ed., pp. 1-25). Sage.

Google Scholar

Ozcan, D., & Kotek, A. (2015). What do the teachers think about gifted students? Procedia - Social and Behavioral Sciences, 190, 569-573. https://doi.org/10.1016/j.sbspro.2015.05.044

Google Scholar

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage.

Google Scholar

Pedersen, F., & Kronborg, L. (2014). Challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes. Australasian Journal of Gifted Education, 23(1), 15–27. https://search.informit.org/doi/10.3316/aeipt.203919

Google Scholar

Plunkett, M., & Kronborg, L. (2011). Learning to be a teacher of the gifted: The importance of examining opinions and challenging misconceptions. Gifted and Talented International, 26(1-2), 31–46. https://doi.org/10.1080/15332276.2011.11673587

Google Scholar

Preckel, F., Baudson, T. G., Krolak-Schwerdt, S., & Glock, S. (2015). Gifted and maladjusted? Implicit attitudes and automatic associations related to gifted children. American Educational Research Journal, 52(6), 1160–1184. https://doi.org/10.3102/0002831215596413.

Google Scholar

Presidência do Conselho de Ministros. Decree-law nº 54/2018, 6th July. Diário da República. Série I, Educação. https://dre.pt/home/-/dre/115652961/details/maximized.

Google Scholar

Presidência do Conselho de Ministros. Ordinance 223-A/2018, 3rd August. Diário da República. Série I, Educação. https://dre.pt/home/-/dre/115886163/details/maximized.

Google Scholar

Reis-Jorge, J., Ferreira, M., & Olcina-Sempere, G. (2020). La figura del profesorado-investigador en la reconstrucción de la profesionalidad docente en un mundo en transformación. Revista Educación, Universidad de Costa Rica, Costa Rica, 44(1). https://doi.org/10.15517/revedu.v44i1.39044

Google Scholar

Rimm, S. (2002). Peer Pressures and Social Acceptance of Gifted Students. In M. Neihart, S. Reis, & S. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 13-18). Prufrock Press, Inc.

Google Scholar

Rinn, A. N. (2018). Social and emotional considerations for gifted students. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 453-464). American Psychological Association. https://doi.org/10.1037/0000038-029

Google Scholar

Rocha, A. (Coord.) (2017). Altas capacidades e sobredotação: Compreender, identificar, atuar. Associação Nacional para o Estudo e Intervenção na Sobredotação (ANEIS).

Google Scholar

Rodrigues, C., & Antunes, A. P. (2012). Escola inclusiva e sobredotação: Estudo exploratório sobre as percepções dos professores. In L. S. Almeida, B. D. Silva & A. Franco (Orgs.), Actas do II Seminário Internacional "Contributos da Psicologia em Contextos Educativos", Braga, (pp. 637-647). http://hdl.handle.net/10400.13/288

Google Scholar

Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. Australasian Journal of Gifted Education, 21(2), 75-80.

Google Scholar

Sayı, A. (2018). Teachers’ views about the teacher training program for gifted education. Journal of Education and Learning, 7(4), 262-273. https://doi.org/10.5539/ijel.v8n5p262.

Google Scholar

Schleicher, A. (2018). Valuing our teachers and raising their status: How communities can help. International Summit on the Teaching Profession, OECD Publishing.

Google Scholar

Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College, Columbia University.

Google Scholar

Semrud-Clikeman, M. (2007). Social competence in children who are gifted and talented. In M. Semrud-Clikeman, Social competence in children (pp. 149-163). Springer. https://doi.org/10.1007/978-0-387-71366-3

Google Scholar

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75. https://doi.org/10.3233/EFI-2004-22201.

Google Scholar

Stanley, T. (2012). Project-based learning for gifted students: A handbook for the 21st century classroom. Prufrock Press Inc.

Google Scholar

Vagle, M. D. (2018). Crafting phenomenological research (2nd ed.). Routledge.

Google Scholar

Vaivre-Douret, L. (2011). Developmental and cognitive characteristics of "high-level potentialities" (highly gifted) children. International Journal of Pediatrics. https://doi.org/10.1155/2011/420297

Google Scholar

VanTassel-Baska, J., & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. https://doi.org/10.1207/s15430421tip4403_5

Google Scholar

Wearmouth, J., Edwards, G., & Richmond, R. (2000). Teachers' professional development to support inclusive practices. Journal of In-Service Education, 26(1), 49-61. https://doi.org/10.1080/13674580000200111

Google Scholar

Webb, J., Gore, J., Amend, E., & DeVries, A. (2007). A parent's guide to gifted children. Great Potential Press.

Google Scholar

Welsh, M. E. (2011). Measuring teacher effectiveness in gifted education: Some challenges and suggestions. Journal of Advanced Academics, 22(5), 750–770. https://doi.org/10.1177/1932202X11424882

Google Scholar

Wood, V., & Laycraft, K. (2020). How can we better understand, identify, and support highly gifted and profoundly gifted students? A literature review of the psychological development of highly-profoundly gifted individuals and overexcitabilities. Annals of Cognitive Science, 4(1). https://doi.org/10.36959/447/348

Google Scholar

Downloads

Published

2021-10-28

Almetric

Dimensions

How to Cite

Reis-Jorge, J., Ferreira, M., Olcina-Sempere, G., & Marques, B. (2021). Perceptions of Giftedness and Classroom Practice with Gifted Children – an Exploratory Study of Primary School Teachers. Qualitative Research in Education, 10(3), 291–315. https://doi.org/10.17583/qre.8097

Issue

Section

Articles