Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers' Thinking in Finland, Austria, Turkey, the Philippines, and Japan

Autor/inn/en	Lassila, Erkki; Hyry-Beihammer, Eeva Kaisa; Kizkapan, Oktay; Rocena, Angela; Sumida, Manabu
Titel	Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers' Thinking in Finland, Austria, Turkey, the Philippines, and Japan
Quelle	In: Gifted Child Quarterly, 67 (2023) 4, S.306-324 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lassila, Erkki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862231183652
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Academically Gifted; Gifted Education; Inclusion; Teaching Methods; Student Motivation; Peer Teaching; Interpersonal Communication; Educational Opportunities; Cooperation; Teacher Competencies; Cultural Differences; Finland; Austria; Turkey; Philippines; Japan + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Peer group teaching; Peer Group Teaching; Interpersonale Kommunikation; Bildungsangebot; Bildungschance; Co-operation; Kooperation; Lehrkunst; Kultureller Unterschied; Finnland; Österreich; Türkei; Philippinen
Abstract	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: (1) giving gifted students more challenging or motivational tasks; (2) encouraging peer learning and having gifted students act as teaching assistants; (3) using communication in the classroom and with gifted students; (4) guiding gifted students toward learning opportunities beyond the classroom; (5) consulting colleagues, experts, parents, or principals; and (6) 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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01