Pričakovanja učiteljev in učiteljic do identificiranih nadarjenih učencev in učenk v osnovni šoli

Kvartuh, Bojana (author), Juriševič, Mojca (mentor)

Kljub terminološki zmedi, ki vlada na področju nadarjenosti in heterogenosti skupine nadarjenih, je vsem nadarjenim učencem zagotovo skupna njihova nadarjenost. Učenci v šolah preživijo veliko časa, kar pomeni, da jih učitelji dobro poznajo in da na podlagi lastnih izkušenj in prepričanj oblikujejo pričakovanja do učencev. V skladu s svojimi pričakovanji lahko učitelji vodijo učence v samouresničujočo se prerokbo, kar pa se odraža v učenčevem dojemanju resničnosti. V magistrskem delu smo raziskovali vpliv pričakovanj osnovnošolskih učiteljev do identificiranih nadarjenih učencev, pričakovanja učiteljev do osebnostnih lastnosti nadarjenih učencev in razlike v teh pričakovanjih do nadarjenih učencev, učencev z odličnim šolskim uspehom in do dvojno izjemnih učencev. Kvantitativno raziskavo smo izvedli s pomočjo anketnega vprašalnika v klasični in spletni obliki na vzorcu 132 učiteljev, ki so v šolskem letu 2016/2017 zaposleni na osnovnih šolah v Sloveniji. Zastavili smo si štiri raziskovalna vprašanja, ki se nanašajo na osebnostne lastnosti nadarjenih učencev, na razlike v pričakovanjih učiteljev do nadarjenih učencev, učencev z odličnim šolskim uspehom in do dvojno izjemnih učencev. Zanimala nas je tudi razlika v pričakovanjih učiteljev do učencev in do učenk ter stereotipne predstave o nadarjenih učencih. S statističnim sklepanjem smo potrdili tri hipoteze, hipotezo, ki se je nanašala na razliko med pričakovanji učiteljev med nadarjenimi učenci in učenci z odličnim šolskim uspehom, pa smo zavrnili, saj smo ugotovili, da imajo učitelji na določenih področjih do učencev z odličnim šolskim uspehom višja pričakovanja kot do nadarjenih učencev. Ugotovili smo, da učitelji od nadarjenih učencev pričakujejo predvsem razvit sistem lastnih vrednot, ki jih učenci upoštevajo v vsakdanjem življenju, ter da nadarjeni učenci predvsem samoiniciativno skrbijo za razvoj lastnih potencialov, pri čemer ima motivacija ključno vlogo. Zato je pomembno, da se učitelji in strokovni delavci v osnovnih šolah pogovarjajo z učenci o vrednotah, hkrati pa jih spodbujajo, podpirajo in na različne načine motivirajo za različne dejavnosti. Na osnovi dobljenih rezultatov lahko strokovne delavce v osnovnih šolah še bolj spodbujamo k medsebojni komunikaciji in dodatnemu izobraževanju o značilnostih nadarjenih učencev, saj s tem širimo polje razumevanja potreb nadarjenih učencev v šoli. Predvsem pa bi morali učitelji presoditi lastno delo in metode, ki jih vsakodnevno uporabljajo pri delu z vsemi učenci, s pomočjo samoevalvacije.

• Language: Slovenian
• Keywords: osnovna šola
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2017
• PID: 20.500.12556/RUL-94162
• COBISS.SI-ID: 11657033
• Publication date in RUL: 23.08.2017

Secondary language

• Language: English
• Title: Teachers' expectations of primary school students identified as gifted

Abstract

Despite the terminological confusion that reigns in the field of giftedness and heterogeneity of talented pupils, giftedness is definitely common to all of them. Pupils spend a lot of time in schools, which means that teachers know them very well and they create expectations for pupils based on their own experiences and beliefs. In line with these expectations, teachers can lead pupils to self-fulfilling prophecy, which is reflected in the pupil's perception of reality. In this master's thesis, we investigated the influence of expectations of primary school teachers for identified gifted pupils, teachers' expectations about personality characteristics of gifted pupils and differences in these expectations for three groups: gifted pupils, pupils with excellent academic success and for twice exceptional pupils. The quantitative research was carried out by using the questionnaire in the traditional form and online on a sample of 132 teachers, employed at primary schools in Slovenia in the school year 2016/2017. We have set four research questions that relate to the personality traits of gifted pupils, the differences in teachers' expectations for gifted pupils, pupils with excellent academic success and for twice exceptional pupils. We examined also the differences in teachers' expectations for schoolboys and schoolgirls and the myths about gifted pupils. With the help of inferential statistics three hypotheses were confirmed, but we rejected the hypothesis about equality of teachers' expectations for gifted pupils and for pupils with outstanding academic success, because we found out that teachers have higher expectations for pupils with excellent academic success than to gifted pupils in certain areas. We found out that teachers mainly expect gifted pupils to develop their own system of values that pupils take into account in their daily lives, and that gifted pupils mainly act on their own initiative to develop their own potential, whereby motivation plays a key role. It is therefore important that teachers and educators in primary schools talk to pupils about values, and at the same time, they encourage them, support and motivate them in different ways for different activities. Based on the results obtained, practitioners in primary schools can be even more encouraged to communicate with pupils and to further education on the characteristics of gifted pupils, as this expanding the field of understanding the needs of gifted pupils in the school. Above all, teachers should assess their own work and methods that are used daily in working with all pupils, through self-evaluation.

• Keywords: primary school