Class Teachers – Their Thinking and Reasoning in the Context of Creating a Favourable Classroom Social Climate by Means of the Methods of Personal and Social Education

Geršicová, Zuzana

doi:10.1515/atd-2016-0004

Cited by 2 publications

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“…However, many researches focused on the features of effective teachers in a broader sense, placing an emphasis on the cognitive skills, as well as academic knowledge for being an excellent teacher (Good & Brophy, 1994;Redfield & Rousseau, 1981;Rosenshine & Stevens, 1986;Roueche et al, 1986;Cotton, 1995;Carter, 1990). These skills and knowledge can be developed by trainings and during professional practices (Geršicová, 2016, Geršicová & Barnová, 2018. Excellent teachers also reported higher self-efficacy beliefs than their colleagues (Caprara, Barbaranelli, Steca, & Malone, 2006;Tschannen-Moran & Hoy, 2007).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Views about the Characteristics of Pedagogical Talents

Orgoványi-Gajdos

Kovács²

2020

Acta Educationis Generalis

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Introduction:This paper presents the results of a survey on excellent teachers conducted in Hungary in 2018. The main question of the study was how pedagogical talents can be characterised by competences and personality traits according to effective teachers and their colleagues. Furthermore, what effective teachers think about their own competences and characteristics, as well as how that is related to their beliefs of pedagogical talents was tested.Methods:The online questionnaire method was applied in the research. The sample involved effective teachers (N=92) of high-risk students (N=25) and of gifted students (N=43), as well as supervisor teachers (N=24) who were selected by judgment sampling. The control group of teachers (N=76) had similar characteristics to the sample as they were matched by the type of institution and geographical location. The data was processed using SPSS software.Results:The excellent teachers’ beliefs about pedagogical talents showed differences in many ways. Excellent teachers of high-risk students had the most child-centred view. Not only did they pay attention to students’ needs while planning and organizing lessons, but they also found the students’ feedback important, much more than other subsamples. They also said in high proportion they can handle the challenges related to the societal level of their work. Among all the sub-samples, they indicated most frequently that excellent teachers should be happy, initiative and practical. Supervisor teachers unanimously indicated that good teachers should be highly cooperative and also that excellent teachers should be friendly and flexible. It turned out from the research that excellent teachers of gifted children used significantly fewer teaching methods than the other group. Among all sub-samples, they were the ones who found the competences of “developing student groups and communities” the least important. The data showed that the teachers in this sub-group felt less able to adapt to the changes related to the societal level of their work. The words “theoretical”, “isolated”, “serious”, „distant” appeared in a significantly higher proportion among these teachers when speaking about pedagogic talents in general. These words were frequently used when spoking about their own characteristics.Discussion:The results of the excellent teachers of high-risk students and supervisor teachers showed similarity in many regards. Both groups seemed to be methodologically well-prepared, and able to give varied enjoyable lessons, as well as to develop student communities; and to carry out continuous reflective practice. Excellent teachers of gifted students focused on academic knowledge much more than other sub-groups. They also planned and managed their lessons differently. The background of this phenomena could be that their students’ knowledge and motivation is more homogenous.Limitations:Although the size of the sample was not representative, the study confirmed and complemented former relevant research.Conclusion:The results showed that pedagogical talents can have multiple manifestations., which can be caused by the wide range of pedagogical work and the related roles. On the other hand, there are different teachers’ characteristics and competences. The study also showed that teachers’ views about excellent teachers are closely connected to the particularities of the taught student group. The researchers hope that these results can be an inspiration for further studies in this field.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Views about the Characteristics of Pedagogical Talents

Orgoványi-Gajdos

Kovács²

2020

Acta Educationis Generalis

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“…She calls it the strategy of camouflaging own difference (intentional failure in tests, using less sophisticated vocabulary in the communication with peers, get worse marks which do not correspond with their potential), which can lead to the so-called underachievement. Contemporary young people enter their lives and they are equipped with rich theoretical knowledge but on the other hand, they are not prepared for the most important things they need in their everyday lives (Geršicová, 2016, Geršicová & Barnová, 2018. Maureen Neihart (2002) has dedicated her life to the issues of intellectual gifted pupils in the context of the social and emotional area.…”

Section: Introductionmentioning

confidence: 99%

Giftedness as a Possible Risk of Bullying

Škrabánková

Martínková

2018

Acta Educationis Generalis

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Introduction: The paper deals with a possible level of risk in cerebrally gifted pupils in relation to bullying at lower secondary schools and grammar schools. In terms of personality characteristics, gifted pupils form a very diverse group, but some research suggests that they might be a risky group concerning school bullying. In the Czech Republic, the most of cerebrally gifted pupils attend ordinary primary schools or grammar schools and they are in daily contact with other pupils. Due to ambiguous research results, there is a question if it is really possible to think of certain risks in the case of cerebrally gifted pupils in relation to their school environment. Quantitative research tried to answer these questions.Methods: The research was focused on the perception of selected areas in the class social environment by the diagnosed cerebrally gifted pupils, the undiagnosed gifted ones and the ordinary pupil population. A quantitative research strategy for bullying incidence mapping in primary and grammar schools were determined. As a research tool, a questionnaire was chosen. Gathered data from the initial questionnaire were evaluated by the following methods: dispersion analysis (ANOVA) for data spread by Gauss curve, Kruskal-Wallis test for data with non-Gauss distribution, arithmetic mean, Pearson Chi-Square Test, correlation analysis and contingency tables.Results: There are differences among the class climate in ordinary classes and the classes with diagnosed cerebrally gifted pupils and undiagnosed pupils. The comparison was at the level of schools, it means among primary schools and grammar schools. It was found out that the cerebrally gifted respondents repeatedly met some form of bullying.Discussion: On the basis of the findings, the authors assumed that cerebrally gifted pupils (GP) represent a risky group in social interaction with their peers and are more prone to different symptoms of bullying. This has not been statistically confirmed. The overall score was similar in other groups.Limitation: The views of teachers and the views of some psychologists suggest that within the GP group, there is a special group of GP that is not identifiable by traditional questionnaires. For further research, it is worthwhile to consider opting for such research methods that could reveal those pupils.Conclusions: Based on these results, it is possible to support those authors who consider GP as a specific group with their own problems, different values and perceptions, but similar to their peers.

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Class Teachers – Their Thinking and Reasoning in the Context of Creating a Favourable Classroom Social Climate by Means of the Methods of Personal and Social Education

Cited by 2 publications

References 5 publications

Teachers’ Views about the Characteristics of Pedagogical Talents

Teachers’ Views about the Characteristics of Pedagogical Talents

Giftedness as a Possible Risk of Bullying

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