How Giftedness Is Understood and Practised in Initial Teacher Education Programmes in Aotearoa New Zealand

Autor/in	Wong, Melanie
Titel	How Giftedness Is Understood and Practised in Initial Teacher Education Programmes in Aotearoa New Zealand
Quelle	In: Australasian Journal of Gifted Education, 29 (2020) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Foreign Countries; Academically Gifted; Teacher Education Programs; Preservice Teacher Education; Teacher Educators; Teacher Attitudes; Talent Identification; Student Needs; Interpersonal Relationship; Teaching Methods; Early Childhood Education; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Begabtenanalyse; Talentsuche; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Early childhood; Frühkindliche Bildung; Frühpädagogik; Neuseeland
Abstract	This article is drawn from a doctoral study that investigated initial teacher educators' views of giftedness and the apparent consequences of those views for pedagogical practice in early years educational settings. The aim of the study was to describe teacher educators' understandings and meanings of giftedness because their perspectives can reflect the extent to which initial teacher education (ITE) programmes value giftedness. The data were collected through semi-structured interviews, during which ITE programme leaders and teacher educators discussed their understandings of giftedness, and how to identify and respond to it. The educators explained that supporting the special learning needs of gifted children requires a focus, not only on the individual child, but also on building relationships with the children and their families. Aotearoa New Zealand's ITE programmes likewise emphasise relationships, which is a core principle of "Te Whariki," Aotearoa New Zealand's early childhood education curriculum. The implications from several findings of the study include the need for ITE programmes to provide student teachers with greater awareness of individual giftedness, and the need to develop relationships with gifted children, their parents, and "whanau" (families) as a strategy to respond to individual needs. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01