Desirable characteristics for teachers of High Ability/Gifted students
Autor(a) principal: | |
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Data de Publicação: | 2011 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Especial (UFSM) |
Texto Completo: | http://periodicos.ufsm.br/educacaoespecial/article/view/1881 |
Resumo: | This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability), as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic. |
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Desirable characteristics for teachers of High Ability/Gifted studentsCaracterísticas desejáveis em professores de alunos com altas habilidades/superdotaçãohigh abilityteachergiftedness.This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability), as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic.Este estudo teve como objetivos investigar a formação desejável em um docente para atender alunos com altas habilidades/superdotação, as características desejáveis nos referidos docentes e concepções sobre altas habilidades/superdotação. Participaram da pesquisa 20 professores da rede pública de ensino de uma cidade do entorno de Brasília, 10 deles atuando nas séries iniciais do Ensino Fundamental e 10 no curso de Pedagogia. Uma abordagem qualitativa foi usada nesse estudo e os dados foram coletados por meio de entrevista semiestruturada e procedeu-se a uma análise de conteúdo dos dados obtidos. No que diz respeito à formação desejável em um professor de alunos com altas habilidades/superdotação, foram apontadas a formação continuada, o currículo da graduação adaptado ao tema e a pós-graduação na área. As características desejáveis em docentes de alunos com altas habilidades/superdotação se referiam a atributos personológicos (traços de personalidade e habilidade intelec-tual) e características profissionais. As concepções sobre altas habilidades/superdotação apresentadas pelos participantes, de maneira geral, se aproximam daquelas da literatura utilizada como referência para este estudo. Contudo, notou-se falta de informações sobre como aplicar a teoria na prática, além de distintas ideias errôneas em relação ao tema. Palavras-chave: altas habilidades; professor; superdotação.Universidade Federal de Santa Maria2011-06-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/188110.5902/1984686X1881Special Education Magazine; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-45Revista de Educación Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-45Revista Educação Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-451984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/1881/1714Martins, Alexandra da Costa SouzaAlencar, Eunice Soriano deinfo:eu-repo/semantics/openAccess2014-05-09T19:00:16Zoai:ojs.pkp.sfu.ca:article/1881Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2014-05-09T19:00:16Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Desirable characteristics for teachers of High Ability/Gifted students Características desejáveis em professores de alunos com altas habilidades/superdotação |
title |
Desirable characteristics for teachers of High Ability/Gifted students |
spellingShingle |
Desirable characteristics for teachers of High Ability/Gifted students Martins, Alexandra da Costa Souza high ability teacher giftedness. |
title_short |
Desirable characteristics for teachers of High Ability/Gifted students |
title_full |
Desirable characteristics for teachers of High Ability/Gifted students |
title_fullStr |
Desirable characteristics for teachers of High Ability/Gifted students |
title_full_unstemmed |
Desirable characteristics for teachers of High Ability/Gifted students |
title_sort |
Desirable characteristics for teachers of High Ability/Gifted students |
author |
Martins, Alexandra da Costa Souza |
author_facet |
Martins, Alexandra da Costa Souza Alencar, Eunice Soriano de |
author_role |
author |
author2 |
Alencar, Eunice Soriano de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Martins, Alexandra da Costa Souza Alencar, Eunice Soriano de |
dc.subject.por.fl_str_mv |
high ability teacher giftedness. |
topic |
high ability teacher giftedness. |
description |
This study investigated the desirable educational background for a teacher to work with high ability/gifted students, desirable characteristics these teachers should present and conceptions on high ability/giftedness. The participants were 20 public school teachers from a city surrounding Brasilia. Of this group, ten were elementary school teachers working with initial grades and ten were undergraduate Pedagogy teachers. A qualitative approach was used and data were collected by means of a semi-structured interview. A content analysis was then conducted. In relation to the desirable educational background for a teach of high ability/gifted students, participants indicated the need of continuous training, under graduation curriculum adapted to the theme and graduation courses in the area. The desirable features for teachers of high ability/gifted students were related to personological attributes (personality traits and intellectual ability), as well as professional characteristics. The conceptions on high ability/giftedness presented by the participants were, in general, close to those found in the literature and used as reference for this study. However, there was lack of information on how to apply the theory into real practice, as well as several wrong ideas on the topic. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-06-10 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/1881 10.5902/1984686X1881 |
url |
http://periodicos.ufsm.br/educacaoespecial/article/view/1881 |
identifier_str_mv |
10.5902/1984686X1881 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.ufsm.br/educacaoespecial/article/view/1881/1714 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria |
dc.source.none.fl_str_mv |
Special Education Magazine; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-45 Revista de Educación Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-45 Revista Educação Especial; Revista Educação Especial v. 24, n. 39, jan./abr. 2011; 31-45 1984-686X reponame:Revista Educação Especial (UFSM) instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
instname_str |
Universidade Federal de Santa Maria (UFSM) |
instacron_str |
UFSM |
institution |
UFSM |
reponame_str |
Revista Educação Especial (UFSM) |
collection |
Revista Educação Especial (UFSM) |
repository.name.fl_str_mv |
Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM) |
repository.mail.fl_str_mv |
educacaoespecial@smail.ufsm.br||clenioberni@gmail.com |
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1799944198248464384 |