Teachers’ perspective on gifted students with extraordinary learning potential in Norway
A descriptive study with primary and secondary teachers
Bibliographic Data
| ID | 15413622 |
|---|---|
| Authors | Astrid Lenvik (0000-0002-6469-6452, University of Bergen, corresponding author), Lise Øen Jones (0000-0002-6611-0945, NLA University College), Elisabeth Hesjedal (0000-0003-3793-7633, University of Bergen) |
| Year | 2022 |
| Volume | 37 |
| Issue | 2 |
| Pages | 163-172 |
| Publication date | 2022-07-03 |
| 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 | 10.1080/15332276.2022.2138796 |
| OpenAlex | W4311009821 |
| Language | EN |
| Citations received | 2 |
| References cited | 33 |
In countries with no clear policy regarding gifted students, teachers are vital. Norway is such a case. Teachers might have stereotypical views and need knowledge about gifted students to facilitate them appropriately. This article aims to give descriptive insights into teachers’ views and perceptions of students with extraordinary learning potential (gifted) in Norway. To examine this, we used a survey of primary and secondary school teachers (N = 339), exploring teachers’ self-evaluated need for knowledge, how teachers evaluate different characteristics, and the teachers’ open-ended descriptions. We also report descriptive statistics from the survey. The results indicate that the Norwegian teachers wanted more knowledge about gifted students; they reported positive characteristics like performing well and being hardworking and intelligent but also being bored and, to some degree, displaying disruptive behavior. Here, 74% of the teachers reported they had experiences with teaching gifted students. One implication is including giftedness as a topic in teacher education. Our study points to important areas for further research – for example, more in-depth research with Norwegian teachers on their view and characterization of gifted students
Descriptive research · Descriptive statistics · Gifted education · Mathematics education · Norwegian · Pedagogy · Perception · Perspective (graphical · School teachers · Sociology · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Teacher Professional Development and Motivation
The Content Analysis Guidebook
Reexamining the Role of Gifted Education and Talent Development for the 21st Century
The Underachievement of Gifted Students
Rethinking Giftedness and Gifted Education
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2024 (2) |
| Highly cited | No |