A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
Bibliographic Data
| ID | 15413337 |
|---|---|
| Authors | Mireille Krischler (0000-0002-2180-9285, University of Luxembourg, corresponding author), Elena Mack (0000-0001-8757-2148, Universität Trier), Jessica Gnas (Universität Trier), Megan Breit (0000-0002-5983-2691, Universität Trier), Moritz Breit (Universität Trier), Julia Matthes (0000-0003-4644-6510, Universität Trier), Franzis Preckel (0000-0002-5768-8702, Universität Trier) |
| Year | 2021 |
| Volume | 36 |
| Issue | 1-2 |
| Pages | 69-81 |
| Publication date | 2021-07-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2021.1961329 |
| OpenAlex | W3193661343 |
| Language | EN |
| Citations received | 2 |
| References cited | 66 |
We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is fostered through the teachers’ personal involvement in the development of subject-specific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers’ diagnostic competencies as well as talent discovery and promotion in order to foster students’ development of creative productivity in STEM fields
Mathematics education · Pedagogy · Political science · Professional development · Professionalization · Promotion (chess · School teachers · Sociology · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function · Psychology
Fostering Students' Creativity and Critical Thinking
Accuracy of teachers' judgments of students' academic achievement
The Coactiv Model of Teachers’ Professional Competence
Creativity and academic achievement
Self‐Efficacy
Intelligence and school grades
Associations of non‐symbolic and symbolic numerical magnitude processing with mathematical competence
Study of Mathematically Precocious Youth After 35 Years
A self-determination theory approach to predicting school achievement over time
Approach and avoidance motivation and achievement goals
Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement
Self-concept and academic achievement
Rethinking Giftedness and Gifted Education
Conceptualizations of Intrinsic Motivation and Self-Determination
Stichwort
A systematic review of the teacher expectation literature over the past 30 years
Talent Development in Achievement Domains
Stichwortbeitrag Implementationsforschung
Research on Continuous Improvement
Teacher Expectations and Self-Fulfilling Prophecies
The development of scientific thinking skills in elementary and middle school
Self-regulation in childhood as a predictor of future outcomes
Development of achievement goals and their relation to academic interest and achievement in adolescence
Relationships between student engagement and academic achievement
Thinking about Creativity in Science Education
Talent development in natural science in elementary school
Design-Based Research
Aera Distinguished Lecture
Intelligence
A meta-analysis of adult-rated child personality and academic performance in primary education
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |