In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain / U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti
Abstract
Abstract
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 four groups of study participants (N = 199). If giftedness is valued across different performance domains, including education, the question that needs to be addressed is whether there are gifted teachers, and how they can be identified. Using profile analysis, two groups of teachers, pre-service teachers (n = 47), and experts (n = 61), rated the proposed 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. Special emphasis was placed on the behavioral operationalization of quality in educational practice, and how it overlaps with the construct of giftedness as manifested in adulthood (in competence, in expertise, and finally, in eminence), suggesting inclusion of education as one of the giftedness performance domains.
Key words: education quality; expertise; giftedness domains; quality teaching.
---
Sažetak
Cilj je ovoga istraživanja bio ispitati odnose između jedne ponašajne definicije kvalitetne pedagoške prakse (ISSA) i implicitnih teorija o darovitim učiteljima na četiri skupine sudionika (N = 199). Ako je darovitost cijenjena u različitim domenama, uključujući obrazovanje, tko su daroviti učitelji i koje su njihove odlike? Uporabom analize profila, i učitelji početnici (n = 47) i ekspertni učitelji (n = 61) procijenili su ponuđeni skup indikatora kvalitetne pedagoške prakse kao visoko indikativan za primjerne darovite učitelje. Taj podatak pruža podršku konstruktnoj valjanosti operacionalizacije darovitih učitelja kao onih koji kompetentno pokazuju konsenzusno dogovorene indikatore kvalitete na visokoj razini u različitim područjima pedagoške prakse. Rezultati su interpretirani u skladu sa suvremenim, empirijski utvrđenim utjecajem učitelja na učenikovo učenje i ishode toga učenja. Poseban je naglasak stavljen na ponašajnu operacionalizaciju kvalitetne pedagoške prakse, kao i na načine kako se ona preklapa s konstruktom darovitosti i njezinom manifestacijom u odrasloj dobi (u kompetentnosti, u ekspertnosti, i na kraju, u eminentnosti), uz prijedlog ubrajanja obrazovanja u jedno od domena darovitosti.
Ključne riječi: domene darovitosti; ekspertnost; kvaliteta obrazovanja; kvalitetna pedagoška praksa.
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 four groups of study participants (N = 199). If giftedness is valued across different performance domains, including education, the question that needs to be addressed is whether there are gifted teachers, and how they can be identified. Using profile analysis, two groups of teachers, pre-service teachers (n = 47), and experts (n = 61), rated the proposed 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. Special emphasis was placed on the behavioral operationalization of quality in educational practice, and how it overlaps with the construct of giftedness as manifested in adulthood (in competence, in expertise, and finally, in eminence), suggesting inclusion of education as one of the giftedness performance domains.
Key words: education quality; expertise; giftedness domains; quality teaching.
---
Sažetak
Cilj je ovoga istraživanja bio ispitati odnose između jedne ponašajne definicije kvalitetne pedagoške prakse (ISSA) i implicitnih teorija o darovitim učiteljima na četiri skupine sudionika (N = 199). Ako je darovitost cijenjena u različitim domenama, uključujući obrazovanje, tko su daroviti učitelji i koje su njihove odlike? Uporabom analize profila, i učitelji početnici (n = 47) i ekspertni učitelji (n = 61) procijenili su ponuđeni skup indikatora kvalitetne pedagoške prakse kao visoko indikativan za primjerne darovite učitelje. Taj podatak pruža podršku konstruktnoj valjanosti operacionalizacije darovitih učitelja kao onih koji kompetentno pokazuju konsenzusno dogovorene indikatore kvalitete na visokoj razini u različitim područjima pedagoške prakse. Rezultati su interpretirani u skladu sa suvremenim, empirijski utvrđenim utjecajem učitelja na učenikovo učenje i ishode toga učenja. Poseban je naglasak stavljen na ponašajnu operacionalizaciju kvalitetne pedagoške prakse, kao i na načine kako se ona preklapa s konstruktom darovitosti i njezinom manifestacijom u odrasloj dobi (u kompetentnosti, u ekspertnosti, i na kraju, u eminentnosti), uz prijedlog ubrajanja obrazovanja u jedno od domena darovitosti.
Ključne riječi: domene darovitosti; ekspertnost; kvaliteta obrazovanja; kvalitetna pedagoška praksa.
Full Text:
PDFDOI: https://doi.org/10.15516/cje.v19i3.2381
Refbacks
- There are currently no refbacks.