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Pregled bibliografske jedinice broj: 875610

In support of agreement on gifted teachers and education as a giftedness performance domain/hrv. U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti.


Mikulić, Matea; Rački, Željko; Brajković, Sanja
In support of agreement on gifted teachers and education as a giftedness performance domain/hrv. U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti. // Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje, 19 (2017), 3; 891-917 doi:10.15516/cje.v19i3.2381 (podatak o recenziji nije dostupan, članak, znanstveni)


Naslov
In support of agreement on gifted teachers and education as a giftedness performance domain/hrv. U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti.

Autori
Mikulić, Matea ; Rački, Željko ; Brajković, Sanja

Izvornik
Croatian Journal of Education-Hrvatski Casopis za Odgoj i obrazovanje (1848-5189) 19 (2017), 3; 891-917

Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni

Ključne riječi
Domene darovitosti ; ekspertnost ; kvaliteta obrazovanja ; kvalitetna obrazovna praksa
(Education quality ; expertise ; giftedness domains ; quality educational practice)

Sažetak
The aim of this study was to explore relationships between one of the behavioral definitions of quality educational practice (ISSA’s Definition of Quality) and the implicit theories on gifted teachers held by the four groups of study participants (N = 199). If giftedness is valued across different performance domains, including education, are there gifted teachers, and how can we tell? Using profile analysis, both the beginners (n = 47) and the experts (n = 61), rated the offered quality indicators as behaviors highly indicative of their exemplary gifted teachers. This offers support to the construct validity of operationalization of gifted teachers as those competently demonstrating consensually agreed upon indicators of quality at a high level, across different focus areas of educational practice. The results were interpreted in accordance with the contemporary, empirically proven influence of teachers on students' learning and the outcomes of this learning. The special emphasis was placed on the behavioral operationalization of quality in educational practice, and how it overlapped with the construct of giftedness as manifested in adulthood (in competence, in expertise, and finally, in eminence), suggesting the inclusion of education as one of the giftedness performance domains.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

Napomena
Rad je napisan na engleskom i na hrvatskom jeziku.



POVEZANOST RADA


Ustanove
Fakultet za odgojne i obrazovane znanosti, Osijek

Autor s matičnim brojem:
Željko Rački, (305984)

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