Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan
Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida
{"title":"Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan","authors":"Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida","doi":"10.1177/00169862231183652","DOIUrl":null,"url":null,"abstract":"This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00169862231183652","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
Abstract
This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.
期刊介绍:
Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.