Swedish Preschool Teachers and Principals’ Conceptions of Giftedness and Gifted Education

IF 1.2 Q3 EDUCATION, SPECIAL
Malin Ekesryd Nordström
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引用次数: 1

Abstract

The purpose of this article was to investigate the conditions for identifying gifted children in their first encounter with the Swedish school system, the preschool. Interviews were conducted with 10 preschool teachers and 5 principals about their conceptions of giftedness and challenges in meeting the needs of gifted preschoolers in practice. The results explored a lack of knowledge on giftedness among the respondents. Thus, their conceptions of giftedness revealed several dilemmas they face when balancing preschool education between focusing on both the group and individual children, and naming someone as gifted in the strong discourse of egalitarian education in Sweden. The findings identified principals to have a key role in terms of if and how gifted children are supported in preschool settings and suggestions for future research are discussed.
瑞典幼儿园教师与校长的资优观念与资优教育
这篇文章的目的是调查在他们第一次遇到瑞典学校系统,学前教育识别天才儿童的条件。通过对10名幼师和5名校长的访谈,了解他们的资优观以及在实践中满足资优儿童需求所面临的挑战。调查结果揭示了受访者对天赋缺乏了解。因此,他们的天赋概念揭示了他们在平衡学前教育时所面临的几个困境,既要关注群体和个体儿童,又要在瑞典平等主义教育的强烈话语中命名某人为天才。研究结果确定了校长在幼儿园环境中是否以及如何支持天才儿童方面发挥关键作用,并讨论了对未来研究的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.00
自引率
0.00%
发文量
17
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