Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers

Autor/inn/en	Brazzolotto, Martina; Phelps, Connie
Titel	Global Principles for Professional Learning in Gifted Education and Italian Primary Teachers
Quelle	In: International Journal for Talent Development and Creativity, 9 (2021) 1-2, S.123-141 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2291-7179
Schlagwörter	Foreign Countries; Educational Principles; Faculty Development; General Education; Regular and Special Education Relationship; Individualized Instruction; Elementary School Students; Grade 4; Academically Gifted; Teacher Attitudes; Teacher Student Relationship; Specialists; Teacher Collaboration; Special Education Teachers; Interdisciplinary Approach; Curriculum Design; Holistic Approach; Teacher Education; Italy + Suchen Sie Ihr Suchwort? Ausland; Bildungsprinzip; Allgemein bildendes Schulwesen; Allgemeinbildung; Individualisierender Unterricht; School year 04; 4. Schuljahr; Schuljahr 04; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerkooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrplangestaltung; Holistischer Ansatz; Lehrerausbildung; Lehrerbildung; Italien
Abstract	Aligned with the 10 Global Principles for Professional Learning in Gifted Education (WCGTC, 2021), this exploratory study investigated the co-construction of inclusive differentiated instruction for a fourth grade gifted student with three general education teachers in a North Italy public education primary school using learning menus and learning contract strategies. The research questions examined responses of general education teachers toward (a) an identified gifted student, (b) inclusion practices in the primary classroom, and (c) co-constructed interdisciplinary curricula for a gifted student. Conducted during a six-week timeframe, the primary researcher conducted Pre- and Post-Intervention Focus Groups, established an instructional baseline, planned interdisciplinary activities in five academic subjects, suggested lesson extensions, and concluded with a Parent Interview. The primary researcher provided professional learning experiences in accordance with the Italian Ministry of Education ministerial law n. 562 (2019) that mandated inclusion of children with giftedness in the category of special education needs. Analysis of Pre- and Post-Intervention Focus Groups results indicated improved dispositions of teachers toward a gifted student in general education primary classrooms, development of inclusive classroom practices with guidance from a gifted education specialist, and documented competencies co-constructing interdisciplinary curricula integrated with 10 Global Principles for Professional Learning in Gifted Education. (As Provided).
Anmerkungen	International Centre for Innovation in Education (ICIE) & Lost Prizes International (LPI). Postfach 12 40, D-89002, Ulm, Germany. Web site: http://www.ijtdc.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01