Myths about Gifted Learners from the Perspective of Teachers

PORTEŠOVÁ, Šárka, Marie BUDÍKOVÁ and Dana JUHOVÁ. Myths about Gifted Learners from the Perspective of Teachers. New Educational Review. Wydawnictwo Adam Marszałek, 2014, vol. 37, No 3, p. 229-242. ISSN 1732-6729.

Basic information

• Original name: Myths about Gifted Learners from the Perspective of Teachers
• Name in Czech: Mýty o nadaných žácích v pohledu učitelů
• Authors: PORTEŠOVÁ, Šárka (203 Czech Republic, guarantor, belonging to the institution), Marie BUDÍKOVÁ (203 Czech Republic, belonging to the institution) and Dana JUHOVÁ (203 Czech Republic, belonging to the institution).
• Edition: New Educational Review, Wydawnictwo Adam Marszałek, 2014, 1732-6729.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50100 5.1 Psychology and cognitive sciences
• Country of publisher: Poland
• Confidentiality degree: is not subject to a state or trade secret
• Impact factor: Impact factor: 0.149 in 2012
• RIV identification code: RIV/00216224:14230/14:00074122
• Organization unit: Faculty of Social Studies
• Keywords (in Czech): nadaní; mýty
• Keywords in English: gifted; myths

Abstract

The aim of the presented paper was to find out whether Czech and Slovak teachers are affected by myths about the gifted. We selected myths concerning the nature of giftedness, its identification, social and emotional characteristics of the gifted, and their education. The myths were examined in regard to determinants regarding educators. Data from 434 teachers (350 women) were collected by a foreign questionnaire. The results showed that these educators tend to hold myths about overachievement of the gifted without special care, simultaneity of gift and creativity, and the correlation of giftedness with social and emotional problems. The group with a higher risk to be susceptible to certain myths are teachers over 40 years, with experience longer than 10 years, teaching in villages and having no contact with giftedness. Thus we recommend focusing especially on further training of these high-risk groups of teachers in order to rebut their misconceptions about the gifted. The research was supported by the research grant of the Grant Agency of the Czech Republic registered under number P407/11/1272.

Abstract (in Czech)

Cílem výzkumu bylo zjistit, jaký vliv mají mýty českých a slovenských učitelů o nadaných žácích na jejich postoj ke způsobu vzdělávání těchto žáků. Souboru 434 učitelů (366 žen) byly administrovány vybrané položky dotazníku Průzkum postojů a vnímání nadání (Bain, Choate & Bliss, 2006), které mapují nejfrekventovanější mýty týkající se podstaty nadání, sociálních a emocionálních charakteristik nadaných a jejich vzdělávání. Vybrané položky zjišťují i postoj učitelů k různým vzdělávacím modelům, které se při edukaci nadaných nejčastěji uplatňují.

Links

• GAP407/11/1272, research and development project: Name: Výkonová motivace rozumově nadaných studentů s dyslexií ? základní determinanty a proměny v období adolescence a časné dospělosti

Investor: Czech Science Foundation, Achievement motivation of intellectually gifted learners with dyslexia – basic determinants and transformations in the period of adolescence and early adulthood