包容性课堂中的天赋:芬兰、奥地利、土耳其、菲律宾和日本职前教师思维的跨文化考察

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida
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引用次数: 0

摘要

本研究考察了学生教师在包容性课堂环境下对资优学生的教学思考。在叙述范式的基础上,我们分析了芬兰、奥地利、土耳其、菲律宾和日本的学生教师的叙述,以确定他们在包容性课堂中为满足资优学生的需求而设想的解决方案。出现了六个解决方案类别:(a)给资优学生更具有挑战性或激励性的任务;(b)鼓励同侪学习,并安排资优学生担任助教;(c)在课堂上与资优学生进行交流;(d)引导资优学生获得课堂以外的学习机会;(e)咨询同事、专家、家长或校长;(f)发展自己作为教师的能力。我们的研究结果对教师教育的发展具有启示意义,以培养未来的教师,他们理解文化偶然性的含义和不同学习者的需求,在包容性课堂中教授资优学生。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan
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.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
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.
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