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.
Highlights
Niños Superdotados: un Estudio Exploratorio con Maestros de Educación Primaria (Recibido: 05 de abril de 2021; Aceptado: 15 de octubre de 2021; Publicado: 28 de octubre de 2021)
The present study aims to contribute to an effective inclusion of gifted children in regular classes as we seek answers for the following questions: 1. What are Primary School teachersperceptions of giftedness and gifted students?
Our study focused on the role of primary school teachers in the education of gifted children as we aimed to investigate the extent to which the legal rhetoric on inclusion has been internalized by the Portuguese primary school teachers and incorporated into their classroom practices with particular emphasis on the phenomenon of giftedness and gifted students
Summary
Niños Superdotados: un Estudio Exploratorio con Maestros de Educación Primaria (Recibido: 05 de abril de 2021; Aceptado: 15 de octubre de 2021; Publicado: 28 de octubre de 2021). Este estudio tiene como objetivo investigar las percepciones de los maestros de educación primaria sobre la superdotación y sus experiencias de trabajo con niños superdotados. Gifted children have high levels of intelligence and cognitive selfconsciousness, leadership skills, and fear of failure associated with the excellence of performance imposed by self or others (Narimani & Mousazadeh, 2010). They show persistency and enthusiasm in learning, and tend to be very active, perfectionist and emotionally sensitive (Clark, 2008). For these students' abilities to continue to prosper, it is necessary to adjust the educational process to their needs, motivations and interests (Little, 2012)
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