How Do Preservice Teachers Conceptualize Giftedness? A Metaphor Analysis

Olthouse, Jill M.

doi:10.1080/02783193.2014.884200

Cited by 21 publications

(14 citation statements)

References 45 publications

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“…This notion is akin to one's worldview in terms of its position within a body of knowledge (Ambrose, 1998;Ambrose & Sternberg, 2012). Though metaphor research in education has primarily focused on teachers' conceptions of teaching (Olthouse, 2014), other topics have also been explored, such as teachers' views of learning, technology in the classroom, and professional identity (Eren & Tekinarslan, 2013). However, there is limited research specifically on teachers' metaphors about students.…”

Section: Metaphors and Classroom Practicesmentioning

confidence: 99%

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Godor¹

2019

Roeper Review

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Metaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one's mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants' answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one's root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner.

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Section: Metaphors and Classroom Practicesmentioning

confidence: 99%

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Godor¹

2019

Roeper Review

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“…Jedná se vlastně o očekávaný výsledek, který zrcadlí výstupy z jiných výzkumů (Altintas & Ilgun, 2016;Miller, 2009;Olthouse, 2014). Zaměření učitelů na vysoký demonstrovaný výkon u žáků je běžné a můžeme jej navíc doložit i studiemi, zjišťujícími souvislost mezi identifikací nadaného žáka učitelem a identifikací komplexními inteligenčními testy.…”

Section: Diskuseunclassified

Nadaný žák je jako Jágr mezi hokejisty aneb Učitelova koncepce nadání v analýze metafor

Machů¹

2019

Studia paedagogica

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This article examines conceptions of giftedness and their influence on pedagogical practices. It aims to identify the conceptions of giftedness hidden in metaphorical terms stated by primary school and multi-year g ymnasium teachers. Using metaphor analysis, we identified 20 thematic codes, which were sorted into respective conceptions of giftedness. The survey involved 432 teachers and resulted in 521 codes. We determined that nearly half of the metaphors described gifted pupils as highly efficient and endowed with brilliant characteristics (performance conceptions). About one third of the teachers were aware of the problems that gifted students face in the social

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“…Por ejemplo López et al (2002) reportaron en su estudio que las representaciones de los profesores acerca de niños talentosos académica-mente se acercan a las definiciones y características planteadas en la literatura, describiéndolos como aquellos que aprenden fácilmente y se encuentran motivados, y cuyos rasgos cognitivos tienen que ver con agilidad, capacidad de relacionar conocimiento, pensamiento científico y creatividad. Dichos resultados son similares a los descritos en la investigación de Olthouse (2014) quien encontró que futuros profesores de educación básica y preescolar presentan tensiones en relación a sus concepciones sobre los estudiantes talentosos predominando la tendencia a creer que ellos destacan dentro de un grupo por su alta capacidad para almacenar y recuperar una gran cantidad de información, en desmedro de la creatividad, la abstracción y motivación.…”

Section: ¿Qué Entenderemos Por Concepciones?unclassified

¿Qué piensan los profesores sobre los niños con talento académico? Una aproximación a las concepciones de profesores de segundo ciclo de educación básica en Chile

Cabrera-Murcia

Udaquiola²

2016

Univ Psychol

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r E s u M E nEste artículo describe las concepciones de trece profesores de segundo ciclo de educación básica, de tres colegios de la Región Metropolitana de Chile, en torno a los estudiantes con talento académico y su educación. Se utilizó una metodología cualitativa enmarcada en los principios de la Grounded Theory, y se recolectaron los datos a partir de la aplicación de dilemas y entrevistas semiestructuradas. Los resultados muestran el desarrollo cognitivo, social y emocional como marcadores distintivos en niños con talento; el origen del talento como factor determinante; la graduación del talento como factor diferenciador; los ambientes enriquecidos como factores potenciadores del talento, y el reconocimiento de un sistema educativo que homogeniza la educación y no reconoce las diferencias. El análisis relacional destaca tres fenómenos que ponen en evidencia una concepción más contemporánea del talento académico: el reconocimiento de niños con talento académico en el aula, el rol del profesor en el desarrollo y potenciación del talento académico y la educación como una oportunidad de movilidad social. Para concluir, se reafirma la necesidad de considerar concepciones menos tradicionales, así como la posibilidad de generar instancias formativas en las que la educación de niños con talento sea responsabilidad de todos los profesores. Asimismo, se señala cómo las limitaciones de este estudio dan apertura a nuevas líneas de indagación.Palabras clave estudiantes con talento académico; concepciones profesores; origen del talento; factores potenciadores del talento; metodología cualitativa a b s t r a C t This article describes the conceptions of thirteen teachers of Middle School about talented students and their education in three different schools of the Metropolitan Region of Chile. A qualitative methodology framed in the principles of Grounded Theory was used, and data was collected from the application of dilemmas and semi-structured interviews. The results show the cognitive, social and emotional development as distinctive trade in talent students, the origin of talent as a determining factor, graduation talent as a differentiating factor, enriched environments as factors that promote talent, and the recognition of an educational system that homogenize the education and doesn't recognize the differences. The relational analysis highlights the recognition of children with academic talent in the classroom, the teacher's role in the development and enhancement of

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How Do Preservice Teachers Conceptualize Giftedness? A Metaphor Analysis

Cited by 21 publications

References 45 publications

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Nadaný žák je jako Jágr mezi hokejisty aneb Učitelova koncepce nadání v analýze metafor

¿Qué piensan los profesores sobre los niños con talento académico? Una aproximación a las concepciones de profesores de segundo ciclo de educación básica en Chile

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