Αντιλήψεις Εκπαιδευτικών Πρωτοβάθμιας Εκπαίδευσης Σχετικά Με Τα Χαρακτηριστικά Του Χαρισματικού Μαθητή

Abstract

Gifted students' special characteristics have not been assessed and elucidated yet. Recent modifications in our country's legislation (Law 3194/2003 FEK 267 Α ) and the special passage addition in the Law 2817/2003 anticipate special provision to individuals with special intellectual abilities and talents. This suggests the urgent need for sensitive and adequately trained teachers on matters concerning the identification and support of their pupils' special educational needs. The present study explores the characteristics of gifted children in elementary school, based on which, in service and pre service elementary teachers perceive and describe the gifted student. For the data collection, a questionnaire was developed based on the well-known, from the bibliography, SRBCSS-R assessment scale, which was translated into the greek language and was adapted to the greek standards. After a pilot study, the final research was conducted on 424 participants, all elementary school teachers, (93 pre service and 331 in service teachers respectively). The results indicated that there are differences in between pre service and in service teachers' perceptions as regards the gifted student. However, both groups of participants seem to draw a marginal distinction between the gifted student and the student they perceive as average-typical on the gifted behavioral dimensions of SRBCSS-R scale as a whole. Both pre service and in service teachers were found to focus more on learning and motivational characteristics. On the contrary, the characteristics of creativity and leadership were not highly valued by the participants on their perceptions of who the gifted student is.