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https://doi.org/10.15516/cje.v19i3.2381

In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain

Matea Mikulić ; Primary school Ljudevit Gaj in Osijek
Željko Rački ; Faculty of Education, Josip Juraj Strossmayer University of Osijek
Sanja Brajković ; Open Academy Step by Step

Puni tekst: engleski, pdf (338 KB) str. 891-917 preuzimanja: 73* citiraj
APA 6th Edition
Mikulić, M., Rački, Ž. i Brajković, S. (2017). In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain. Croatian Journal of Education, 19 (3), 891-917. https://doi.org/10.15516/cje.v19i3.2381
MLA 8th Edition
Mikulić, Matea, et al. "In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain." Croatian Journal of Education, vol. 19, br. 3, 2017, str. 891-917. https://doi.org/10.15516/cje.v19i3.2381. Citirano 29.10.2020.
Chicago 17th Edition
Mikulić, Matea, Željko Rački i Sanja Brajković. "In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain." Croatian Journal of Education 19, br. 3 (2017): 891-917. https://doi.org/10.15516/cje.v19i3.2381
Harvard
Mikulić, M., Rački, Ž., i Brajković, S. (2017). 'In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain', Croatian Journal of Education, 19(3), str. 891-917. https://doi.org/10.15516/cje.v19i3.2381
Vancouver
Mikulić M, Rački Ž, Brajković S. In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain. Croatian Journal of Education [Internet]. 2017 [pristupljeno 29.10.2020.];19(3):891-917. https://doi.org/10.15516/cje.v19i3.2381
IEEE
M. Mikulić, Ž. Rački i S. Brajković, "In Support of Agreement on Gifted Teachers and Education as a Giftedness Performance Domain", Croatian Journal of Education, vol.19, br. 3, str. 891-917, 2017. [Online]. https://doi.org/10.15516/cje.v19i3.2381
Puni tekst: hrvatski, pdf (338 KB) str. 891-917 preuzimanja: 139* citiraj
APA 6th Edition
Mikulić, M., Rački, Ž. i Brajković, S. (2017). U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti. Croatian Journal of Education, 19 (3), 891-917. https://doi.org/10.15516/cje.v19i3.2381
MLA 8th Edition
Mikulić, Matea, et al. "U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti." Croatian Journal of Education, vol. 19, br. 3, 2017, str. 891-917. https://doi.org/10.15516/cje.v19i3.2381. Citirano 29.10.2020.
Chicago 17th Edition
Mikulić, Matea, Željko Rački i Sanja Brajković. "U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti." Croatian Journal of Education 19, br. 3 (2017): 891-917. https://doi.org/10.15516/cje.v19i3.2381
Harvard
Mikulić, M., Rački, Ž., i Brajković, S. (2017). 'U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti', Croatian Journal of Education, 19(3), str. 891-917. https://doi.org/10.15516/cje.v19i3.2381
Vancouver
Mikulić M, Rački Ž, Brajković S. U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti. Croatian Journal of Education [Internet]. 2017 [pristupljeno 29.10.2020.];19(3):891-917. https://doi.org/10.15516/cje.v19i3.2381
IEEE
M. Mikulić, Ž. Rački i S. Brajković, "U prilog suglasnosti o darovitim učiteljima i obrazovanju kao domeni darovitosti", Croatian Journal of Education, vol.19, br. 3, str. 891-917, 2017. [Online]. https://doi.org/10.15516/cje.v19i3.2381

Sažetak
The aim of this study was to explore relationships between one of the behavioral definitions of quality educational practice (ISSA’s Definition of Quality) and the implicit theories on gifted teachers held by four groups of study participants (N = 199). If giftedness is valued across different performance domains, including education, the question that needs to be addressed is whether there are gifted teachers, and how they can be identified. Using profile analysis, two groups of teachers, pre-service teachers (n = 47), and experts (n = 61), rated the proposed quality indicators as behaviors highly indicative of their exemplary gifted teachers. This offers support to the construct validity of operationalization of gifted teachers as those competently demonstrating consensually agreed upon indicators of quality at a high level, across different focus areas of educational practice. The results were interpreted in accordance with the contemporary, empirically proven influence of teachers on students' learning and the outcomes of this learning. Special emphasis was placed on the behavioral operationalization of quality in educational practice, and how it overlaps with the construct of giftedness as manifested in adulthood (in competence, in expertise, and finally, in eminence), suggesting inclusion of education as one of the giftedness performance domains.

Ključne riječi
education quality; expertise; giftedness domains; quality teaching

Hrčak ID: 187833

URI
https://hrcak.srce.hr/187833

[hrvatski]

Posjeta: 406 *