Your browser does not allow JavaScript!
JavaScript is necessary for the proper functioning of this website. Please enable JavaScript or use a modern browser.
Open Science Slovenia
Open Science
DiKUL
slv
|
eng
Search
Browse
New in RUL
About RUL
In numbers
Help
Sign in
Exploring mental representations of prospective teachers about gifted education using associative group analysis
ID
Žerak, Urška
(
Author
),
ID
Juriševič, Mojca
(
Author
)
PDF - Presentation file,
Download
(444,30 KB)
MD5: B87D2D2B3F817DD3FBADBA7CF66BD332
URL - Source URL, Visit
https://www.tandfonline.com/doi/full/10.1080/13598139.2023.2280658
Image galllery
Abstract
Teachers’ mental representations significantly shape their attitudes and guide their professional behavior. This study focuses on identifying prospective teachers’ mental representations of gifted students and their education, using the AGA technique. In a cross-sectional study, 480 prospective teachers (M$_{age}$ = 20.73 years) listed the associations about two selected concepts (i.e., gifted student and gifted education). The identified semantic categories of the prospective teachers’ associations indicate that the participants’ mental representations of gifted students primarily concern the psychosocial characteristics. These mental representations suggest that gifted students excel academically in general or in specific domains. Other psychosocial characteristics of gifted students are underrepresented, including characteristics of twice-exceptional gifted students. The analysis of associations with the concept of gifted education, on the other hand, shows the dominance of the semantic category of concrete didactic-methodological adaptations, with additional and challenging tasks predominating. Prospective teachers in their final year of study more frequently express associations with weaknesses in the implementation of gifted education in practice than prospective teachers in their first year of study. In general, the mental representations reflect an awareness of the importance of gifted education in terms of an enumeration of active working methods, differentiation, and critical reflection on existing practice.
Language:
English
Keywords:
associative group analysis
,
attitudes
,
mental representations
,
prospective teachers
,
teacher education
Work type:
Article
Typology:
1.01 - Original Scientific Article
Organization:
PEF - Faculty of Education
Publication status:
Published
Publication version:
Version of Record
Year:
2024
Number of pages:
Str. 73-92
Numbering:
Vol. 35, no. 1
PID:
20.500.12556/RUL-156237-2b5830a6-7c5c-8140-b4de-4ea74a876e07
UDC:
159.924:37.015
ISSN on article:
1469-834X
DOI:
10.1080/13598139.2023.2280658
COBISS.SI-ID:
174196227
Publication date in RUL:
15.05.2024
Views:
329
Downloads:
28
Metadata:
Cite this work
Plain text
BibTeX
EndNote XML
EndNote/Refer
RIS
ABNT
ACM Ref
AMA
APA
Chicago 17th Author-Date
Harvard
IEEE
ISO 690
MLA
Vancouver
:
Copy citation
Share:
Record is a part of a journal
Title:
High ability studies
Publisher:
Taylor & Francis
ISSN:
1469-834X
COBISS.SI-ID:
12903688
Licences
License:
CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:
http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:
The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Secondary language
Language:
Slovenian
Keywords:
asociativna analiza skupin
,
stališča
,
izobraževanje učiteljev
,
mentalne predstave
,
nadarjeni učenci
,
bodoči učitelji
,
nadarjene osebe
,
učitelji
Similar documents
Similar works from RUL:
Similar works from other Slovenian collections:
Back