Threat or Challenge? Teacher Beliefs about Gifted Students and Their Relationship to Teacher Motivation

Autor/inn/en	Matheis, Svenja; Kronborg, Leonie; Schmitt, Manfred; Preckel, Franzis
Titel	Threat or Challenge? Teacher Beliefs about Gifted Students and Their Relationship to Teacher Motivation
Quelle	In: Gifted and Talented International, 32 (2017) 2, S.134-160 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matheis, Svenja) ORCID (Kronborg, Leonie) ORCID (Preckel, Franzis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2018.1537685
Schlagwörter	Gifted; Preservice Teachers; Foreign Countries; Correlation; Teacher Attitudes; Student Characteristics; Teacher Motivation; Self Efficacy; Cross Cultural Studies; Vignettes; Student Adjustment; Structural Equation Models; Intelligence; Teacher Student Relationship; Teacher Education; Australia; Germany + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Ausland; Korrelation; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Cultural comparison; Kulturvergleich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Intelligenz; Klugheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerausbildung; Lehrerbildung; Australien; Deutschland
Abstract	This study investigated the relationship between teachers' beliefs about gifted students' characteristics compared to students with average-ability and the teachers' motivation (i.e., enthusiasm, self-efficacy). We investigated pre-service teachers' beliefs and motivational orientations as substantial components of their professional competencies and aimed to make an empirical contribution to the discussion on the professionalization of teachers in gifted education. We expected that beliefs about the gifted would be in line with the disharmony hypothesis assuming they were intellectually strong, but deficient in non-cognitive domains. German (n = 375) and Australian (n = 315) pre-service teachers participated in a between-subjects experimental design that used student vignettes varying in ability and gender. Repeated-measures ANOVAs showed that besides a high intellect, pre-service teachers from both countries associated maladjustment with giftedness and showed lower self-efficacy for teaching the gifted. Results from structural equation modeling indicated that high intelligence ratings when paired with high maladjustment ratings were associated with lower teacher motivation. This result is of high practical relevance as perceived self-efficacy relates to actual teaching behavior in a classroom. Implications for teacher education in gifted education are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01