Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

Autor/in	van Gerven, Eleonoor
Titel	Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders
Quelle	In: Journal for the Education of the Gifted, 44 (2021) 2, S.171-200 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Gerven, Eleonoor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532211001452
Schlagwörter	Foreign Countries; Academically Gifted; Gifted Education; Faculty Development; Educational Change; Inclusion; Educational Needs; Evidence Based Practice; 21st Century Skills; Student Needs; Social Attitudes; Educational History; Netherlands; Belgium + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Inklusion; Educational need; Bildungsbedarf; Social attidude; Soziale Einstellung; History of education; Bildungsgeschichte; Niederlande; Belgien
Abstract	Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01