Teacher Training Programs for Gifted Education with Focus on Sustainability

Open access

Abstract

Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and material-technological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

Bírová, J. (2013). About theoretical definitions of pluralistic and pluricultural approaches. XLinguae, 6 (2), 91–103.

D’Hondt, C. (2012). Belgium. World Gifted Newsletter. 31 (2), 5. Retrieved from http://www.world-gifted.org/sites/default/files/WG122012.pdf

Dočkal, V. (2005). Zaměreěno na talenty, aneb, Nadání má každý. Praha: Nakladatelství Lidové noviny.

Duchovičová, J. & Babulicová, Z. (2010). Possibilities for education of gifted pupils in integrated conditions as a way towards educational inclusion. In: Teacher training and development – scientific approach to didactics and method of teaching. Užice: University of Kragujevac.

Flores, M.A., Santos, P., Fernandes, S., Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16(2), 39–53.

Gadušová Z., Hašková A., Malá E., Munková D. (2013) Technology of education: Terminology in use. Praha: Verbum.

Gedzune, G. (2015). Awakening pre-service teachers to childrenis social exclusion in the classroom. Discourse and Communication for Sustainable Education, 6(1), 95–109.

Hanesová, D. (2015). Searching of ways of effective plurilingual teacher trainees preparation. Slavonic pedagogical studies journal: the scientific educational journal, 4(2), 220–240.

Iliško, D. (2007). Teachers as agents of societal change. Journal of Teacher Education for Sustainability, 7, 14–26.

Iliško, D., Skrinda, A., Mičule, I. (2014). Envisioning the future: Bachelor’s and master’s degree students’ perspectives. Journal of Teacher Education for Sustainability, 16(2), 88–102.

Kabadayi, A. (2016). A suggested in-service training model based on Turkish preschool teachers’ conceptions for sustainable development. Journal of Teacher Education for Sustainability, 18(1), 5–15.

Kieboom, T. (2005). Country specific information – Belgium. In: Monks, F.J., Pfluger, R. (ed.) Gifted education in 21 European countries: Inventory and perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf

Klímová, B. (2015). Assessment in smart learning environment – a case study approach. Smart Innovation, Systems and Technologies, 41. Springer.

Kováčiková. E. (2015). Teaching English to learners with specific learnging needs. Teaching foreign languages to learners with special educational needs in Slovakia. 29–38.

Kumps, L. (2008). Effective advocacy for the gifted in Belgium. Understanding Our Gifted, 20(4), 8–12.

Lalinska, M. (2012). Posudenie cudzojazycnej kompetencie ziakov na vystupe z 1. stupna ZS v SR. XLinguae Journal, 5(4), 70–83.

Mönks, F.J. & Pfluger, R. (2005). Gifted Education in 21 European Countries: Inventory and Perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf

OECD. (2014). PISA 2012 Results. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm

OEZBF. (2014). Professional Training of Teachers / Educators and Curriculum Development. The Austrian Research and Support Centre for the Gifted and Talented. Retrieved from http://www.oezbf.at/cms/index.php/professional-training-292.html

Oswald, F. et al. (2005). Country specific information – Austria. In: Monks, F.J. & Pfluger, R. (ed.) Gifted education in 21 European countries: Inventory and perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf

Páleník, L’. (2011). Edukácia intelektovo nadaných detí v základnej škole. Projekt programu špecializačného vzdelávania. Výskumný ústav detskej psychológie a patopsychológie. Retrieved from http://www.vudpap.sk/sk/kontinualne-vzdelavanie/.

Pipere, A., Veisson, M., Salite, I. (2015). Developing research in teacher education for sustainability: Un DESD via the journal of teacher education for sustainability. Journal of Teacher Education for Sustainability. 17 (2), 5–43.

Porubská, G. (1997). Príprava učitel’ov pre prácu s nadanými žiakmi. In: Premeny výchovy v škole a rodine. Nitra: UKF.

Reid, E. (2014). Challenges of teaching English to gifted children. Hradec Králové Journal of Anglophone Studies, 2(1), 104–113.

Reid, E., Boettger, H. (2015). Gifted education in various countries of Europe. Slavonic Pedagogical Studies Journal: The Scientific Educational Journal, 4(2), 158–171.

Redman, E. (2013). Opportunities and challenges for integrating sustainability education into k-12 Schools: Case study phoenix, AZ. Journal of Teacher Education for Sustainability, 15(2), 5–24.

Soobik, M. (2014). Teaching methods influencing the sustainability of the teaching process in technology education in general education schools. Journal of Teacher Education for Sustainability, 16(1), 89–101.

Sterling, S. (2008). Sustainable education – towards a deep learning response to unsustainability. Policy & Practice. A Development Education Review, 6, Spring 2008, p. 63–68. Retrieved from http://www.developmenteducationreview.com/issue6-perspectives1

Tirri, K. (2005). Country specific information – Finland. In: Monks, F.J. & Pfluger, R. (ed.) Gifted Education in 21 European Countries: Inventory and Perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf

Tirri, K. & Kuusisto, E. (2013). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36(1), 84–96.

Van Tassel-Baska, J. (2013). The world of cross-cultural research: Insight for gifted education. Journal for the Education of the Gifted, 36(1), 6–18.

VÚDPaP – Výskumný ústav detskej psychológie a patopsychológie. (2008). Vzdelávací program pre 1. stupeň základnej školy pre žiakov so všeobecným intelektovým nadaním. Retrieved from http://www.vudpap.sk/sub/vudpap.sk/images/ISCED/isced_1.pdf

Weilguny, W. et al. (2011). White Paper Promoting Talent and Excellence. Austrian Research and Support Center for the Gifted and Talented.

Ziegler, A., Stoeger, H., Harder, B. & Balestrini, D.P. (2013). Gifted education in german-speaking Europe. Journal for the Education of the Gifted, 36(3), 384.

Veselá, K. (2010). Role of creative writing in foreign language. Foreign language teaching and gifted and talented pupil. Brno. Masarykova univerzita, 184–194.

Zygmunt, T. (2016). Language education for sustainable development. Discourse and Communication for Sustainable Education, 7(1), 112–124.

Journal of Teacher Education for Sustainability

The Journal of UNESCO Chair on the Interplay of Tradition and Innovation in Education for Sustainable Development (ESD) at Daugavpils University, Latvia

Journal Information


CiteScore 2018: 1.65

SCImago Journal Rank (SJR) 2018: 0.255
Source Normalized Impact per Paper (SNIP) 2018: 1.496

Metrics

All Time Past Year Past 30 Days
Abstract Views 0 0 0
Full Text Views 613 434 21
PDF Downloads 277 238 18