Israeli Teachers' Perceptions of Gifted Teachers' Desired Characteristics: A Case of Cultural Orientation

Autor/inn/en	Vidergor, Hava E.; Eilam, Billie
Titel	Israeli Teachers' Perceptions of Gifted Teachers' Desired Characteristics: A Case of Cultural Orientation
Quelle	In: Roeper Review, 34 (2012) 1, S.26-37 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2012.627550
Schlagwörter	Jews; Academically Gifted; Teacher Certification; Cultural Background; Arabs; Teacher Characteristics; Teacher Attitudes; Professional Development; Measures (Individuals); Questionnaires; Cultural Influences; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Jew; Jude; Jüdin; Juden; Arab; Araber; Lehrerverhalten; Messdaten; Fragebogen; Cultural influence; Kultureinfluss; Ausland
Abstract	The aim of this study was to assess Israeli Jewish and Arab teachers' perceptions of the desired characteristics of teachers of the gifted. The research sample comprised 217 teachers (134 Jews and 83 Arabs) representing three groups: (a) teachers entering a professional development program for teachers of gifted students; (b) teachers of gifted students teaching gifted in pull-out centers; and (c) regular teachers. Measures of perceptions were based on two instruments: (a) a questionnaire measuring level of collectivism and (b) statements about the desired cognitive, personal, and pedagogical characteristics of teachers of the gifted. Significant effects for group and culture and a lower effect for the interaction between the two were detected. Study findings suggest that teachers' perceptions cannot be discussed distinctively from their contextual and cultural background. The study proposes a new lens for examining teaching of gifted students in collectivist cultures, in particular as it relates to cultural orientations, and discusses practical implications for teacher certification programs. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10