Using Phenomenology to Access Teachers' Understanding of the Benefits of Student Voice in the Context of Gifted and Talented Education in an Australian Independent School

Autor/inn/en	Thorneycroft, Anne; Hyde, Brendan
Titel	Using Phenomenology to Access Teachers' Understanding of the Benefits of Student Voice in the Context of Gifted and Talented Education in an Australian Independent School
Quelle	In: Australasian Journal of Gifted Education, 31 (2022) 1, S.54-66 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
DOI	10.21505/ajge.2022.0005
Schlagwörter	Foreign Countries; Academically Gifted; Gifted Education; Student Participation; Self Expression; Student Attitudes; Teacher Student Relationship; Teacher Attitudes; Teaching Experience; Barriers; Group Membership; Interpersonal Relationship; Personal Autonomy; Empowerment; Australia + Suchen Sie Ihr Suchwort? Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausdruck; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Gruppenzugehörigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Individuelle Autonomie; Australien
Abstract	The purpose of the study reported here was to explore teachers' lived experiences and reflections on how they perceive and understand the benefits of allowing student voice within the gifted and talented cohort of students at an independent school located in the outer suburbs of Melbourne, Australia. Using the phenomenological framework of van Manen's four lifeworld existentials of lived body, lived time, lived space, and lived relations, semistructured interviews took place with three teachers from this school. Four themes emerged from the analysis -- challenge, belonging, autonomy and empowerment. The findings highlight the benefits of allowing student voice in the gifted and talented program in enhancing the educational growth of gifted students and enabling gifted students to contribute positively for the betterment of society. (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	2024/1/01