Una propuesta de formación docente para responder a las altas capacidades en la escuela inclusiva

Lacambra, Ana María Mendióroz; Rivero, Pilar; Aguilera, Elena

doi:10.30827/profesorado.v23i1.9154

Cited by 15 publications

(18 citation statements)

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“…Also noteworthy are the studies focused on the importance of heritage education in the development of proposals for attention to diversity, (cases TFM 7 and TFM 18), which connect with other studies in which heritage is understood as an enhancer of socialization whereby educational designs are promoted that allow the treatment of citizenship in vulnerable groups and with other educational needs (Gómez-Hurtado, 2019;Mendioroz et al, 2019).…”

Section: Resultsmentioning

confidence: 79%

“…The approach of this research is characterized by a qualitative methodology, within the interpretive paradigm (Bisquerra, 2016;Flick, 2018), through a documentary study, in which the materials produced by teachers in initial training are examined, after addressing the aspects considered as key and that make up the categories of analysis of this study (McCulloch, 2004;Scott, 2006).…”

Section: Methodsmentioning

confidence: 99%

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Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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Education of citizens to understand, address and resolve current social and environmental issues calls for a new professional profile that is more reflective, investigative, and critical of the teaching staff and which modifies the predominant, more traditional teaching methodologies. For this reason, we consider it essential that future teachers responsible for all subjects in which heritage is a relevant educational component should have appropriate training in these key concepts, in relation to heritage, emotions, identities, citizenship, and the approach to relevant socio-environmental problems. The study developed here analyses different end-of-degree projects (undergraduate and master’s degrees) carried out by teachers in initial training for Primary and Secondary Education. In their training process, they have addressed different criteria that are considered key to carry out didactic proposals for citizenship education based on heritage, from the perspective of determining good practices in the teaching and learning processes of the social sciences. The approach of this research is characterized by a qualitative methodology, through a documentary study, in which the materials produced by teachers in initial training are examined by analytical categories of this study: Why teach about heritage? What is taught about heritage? How is it taught? What relations are established between emotional intelligence and heritage? What relationships are established between territorial intelligence and heritage? In this study, the importance of the connection between educational research and innovation processes for the training of teachers in the field of heritage education with respect to education for citizenship has been highlighted. The connections of heritage with citizenship education and the potential involved in working on emotional and territorial intelligence have been highlighted too. However, it has been evidenced that it is necessary to go much further into the implementation of the approach to territorial intelligence in which the citizenry should be involved through shared management of heritage.

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Section: Resultsmentioning

confidence: 79%

Section: Methodsmentioning

confidence: 99%

Teacher training in heritage education: good practices for citizenship education

López

Cáceres

Giménez

2021

Humanit Soc Sci Commun

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“…For this purpose, it may be advisable to carry out an early identification of the characteristics and needs of high ability or gifted students [30,45], and in particular, as stated by Comes, Díaz, Luque and Moliner [4], it may be necessary to carry out a psycho-educational assessment process, understood as: "a process of collection, analysis and evaluation of relevant information about the different elements involved in the teaching and learning process, in order to identify the educational needs of certain students who present or may present imbalances in their personal and/or academic development, and to base and specify decisions regarding the curricular proposal and the type of help they may need in order to progress in the development of different abilities" (p. 105). Furthermore, as it has been previously stated in several studies [24,26,[49][50][51][52], in order to develop an educational response in response to the needs of each high-ability student and based on a psycho-educational assessment carried out previously, it is essential for teachers to acquire strong training in the educational care of students with high abilities, aimed at promoting educational care whose purpose is to offer students with high abilities educational opportunities to develop their potential and talents to the maximum.…”

Section: Discussionmentioning

confidence: 71%

Analysing Educational Interventions with Gifted Students. Systematic Review

et al. 2021

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(1) Background: Educational attention to gifted students has not been a well-established line of research due to the multiple conceptions about their characterisation. While educational attention has tended to respond to students who present learning difficulties due to their limitations, it has been observed that gifted students may also fail in their studies. The purpose of this study is to examine educational interventions carried out with this population worldwide; (2) Methods: The methodological design is a systematic review, following the PRISMA guidelines, in the Scopus and WOS databases on educational interventions and gifted students; (3) Results: The papers were studied through a qualitative content analysis based on a population of 557 articles, with a final sample of 14, finding a great variety of didactic strategies and models oriented to meet the needs of this group. In relation to the quality of the studies, the lack of pre-post methodological designs focused on performance stands out; (4) Conclusions: Educational research with gifted population demands more interventions personalised to the specific characteristics of the students. In addition, there is a need for further research with quasi-experimental designs with this population to identify quality, not generalised, interventions to meet these needs and replace them with individualised adaptations regarding the needs and interests of these students in order to increase their motivation and reduce failure.

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“…Pero para transformar este potencial intelectual en talento académico, se requiere, por una parte, de un entorno estimulante, que brinde oportunidades sistemáticas, flexibles y focalizadas para su máximo y óptimo desarrollo, poniendo a las aptitudes naturales en interacción con catalizadores contextuales e interpersonales. Por otro lado, se requiere motivación personal, expresada en el proceso de aprendizaje, y energía y disposición para enfrentar las posibles dificultades (Acereda y Sastre, 1998;Mendioroz, Rivero y Aguilera, 2019;Pérez et al, 2015;Rodríguez, 2013;Valadez y Ávalos, 2010;Worrell, Subotnik, Olszewski-Kubilius & Dixson, 2019).…”

Section: Alta Capacidadunclassified

Relationship between Self Esteem and Emotional Regulation Strategies among Gifted Students participating in a Chilean Extracurricular Enrichment Program

Saldaña

Flores-Oyarzo

Illanes

2021

Cal Edu

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La autoestima global y la regulación emocional contribuyen al bienestar, la adaptación social y el desarrollo integral de las personas, ambas escasamente estudiadas en estudiantes con alta capacidad (AC), principalmente en el contexto chileno y latinoamericano, de ahí su importancia. En este estudio se busca identificar el nivel de autoestima global, reconocer la estrategia de regulación emocional utilizada y la relación entre autoestima global y estrategias de regulación emocional en 37 estudiantes con alta capacidad que participan de un programa de enriquecimiento extracurricular chileno. Para ello, se utiliza la Escala de Autoconcepto para niños y jóvenes de Piers-Harris, en la versión de Gorostegui, y el Cuestionario de Regulación Emocional para niños y adolescentes (ERQ-CA), versión revisada por Gullone y Taffe (2012). Se realiza análisis descriptivo y de correlación de variables, dando cuenta de que estos estudiantes poseen adecuados niveles de autoestima global, utilizan mayoritariamente la reevaluación cognitiva como estrategia de regulación emocional y existe una correlación negativa, estadísticamente significativa, entre la autoestima global y la supresión expresiva. Este estudio se instala como un aporte en el conocimiento de cualidades socioafectivas de estudiantes con AC y releva la importancia de generar espacios educativos orientados a la satisfacción integral y sistemática de sus necesidades.

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Una propuesta de formación docente para responder a las altas capacidades en la escuela inclusiva

Cited by 15 publications

References 0 publications

Teacher training in heritage education: good practices for citizenship education

Teacher training in heritage education: good practices for citizenship education

Analysing Educational Interventions with Gifted Students. Systematic Review

Relationship between Self Esteem and Emotional Regulation Strategies among Gifted Students participating in a Chilean Extracurricular Enrichment Program

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