Title: Nadaný žák je jako Jágr mezi hokejisty, aneb, Učitelova koncepce nadání v analýze metafor
Variant title:
- A gifted student is like a Jágr among hockey players : teachers' conception of giftedness in metaphor analysis
Source document: Studia paedagogica. 2019, vol. 24, iss. 3, pp. [77]-92
Extent
[77]-92
-
ISSN1803-7437 (print)2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2019-3-3
Stable URL (handle): https://hdl.handle.net/11222.digilib/141579
Type: Article
Language
License: Not specified license
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Článek se zabývá koncepcemi nadání a jejich vlivem na pedagogickou praxi. Cílem výzkumu je identifikovat koncepce nadání, které jsou ukryty v metaforických pojmech, jež deklarují učitelé základních škol a příslušných ročníků víceletých g ymnázií. Pomocí analýz y metafor jsme identifikovali 20 tematických kódů, které jsme zařadili pod koncepce nadání. Výzkumu se zúčastnilo 432 učitelů, od nichž bylo získáno 521 kódů. Zjistili jsme, že téměř polovina kódů popisuje nadané žáky jako vysoce výkonné se skvělými vlastnostmi (výkonové koncepce). Asi třetina učitelů vnímá problémy nadaných v soc. oblasti a uvědomuje si obtížnost pedagogické činnosti s nadanými (sociokulturní koncepce). Menší část učitelů zastává koncepce konzervativní, liberální, nesouhlasí s integrací nadaných žáků a dokonce evidujeme i negativistické postoje k nadání. Vzniklé koncepce jsme v diskusi zařadili pod moderní, které považujeme za rozvojetvorné, a pod tradiční, jež rozvíjejí nadání jen omezeně. Preference tradičních koncepcí významně převládala.
This article examines conceptions of giftedness and their influence on pedagogical practices. It aims to identify the conceptions of giftedness hidden in metaphorical terms stated by primary school and multi-year gymnasium teachers. Using metaphor analysis, we identified 20 thematic codes, which were sorted into respective conceptions of giftedness. The survey involved 432 teachers and resulted in 521 codes. We determined that nearly half of the metaphors described gifted pupils as highly efficient and endowed with brilliant characteristics (performance conceptions). About one third of the teachers were aware of the problems that gifted students face in the social area and the difficulty that accompanies pedagogical work with gifted pupils (socio-cultural conceptions). A smaller proportion of the teachers held conservative or liberal conceptions and did not agree with the integration of gifted students. We even registered negative attitudes towards giftedness among these teachers. The study further divides the conceptions into modern conceptions, which we consider to be developmental, and traditional ones, which develop talents only to a limited extent. The study shows that there is a strong preference for the traditional concepts.
References
[1] Altintas, E., & Ilgun, S. (2016). The term "gifted child" from teachers' view. Educational Research and Reviews, 11(10), 957–965. | DOI 10.5897/ERR2016.2762
[2] Armstrong, S. L., Davis, H. S., & Paulson, E. J. (2011). The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151–163. | DOI 10.1177/160940691101000204
[3] Bégin, J., & Gagné, F. (1994). Predictors of sttitudes toward gifted education: A review of the literature and blueprints for future research. Journal for the Education of the Gifted, 17(2), 161–179. | DOI 10.1177/016235329401700206
[4] Bohner, G., & Wänke, M. (2002). Attitudes and attitude change. East Sussex: Psychology Press.
[5] Borland, J. H. (2005). Gifted education without gifted children. The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (s. 1–19). New York: Cambridge University Press.
[6] Callahan, C. M., & Herberg-Davis, H. L. (Eds.). (2013). Fundamentals of gifted education – Considering multiple perspectives. London: Routledge.
[7] Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review, 14(3), 151–154. | DOI 10.1080/02783199209553411
[8] Dai, D. Y. (2009). Essential tensions surrounding the concept of giftedness. In L. V. Shavinina, International handbook on giftedness (s. 39–80). Essex: Springer.
[9] Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. New Jersey: Pearson.
[10] Drulák, P. (2006). Svět jako metafora. Mezinárodní vztahy, 41(4), 67–80.
[11] Farrell, T. S. C. (2006). The teacher is an octopus. RELC Journal, 37(2), 236–248.
[12] Gagné, F. (1983). Perceptions of programs for gifted children: Agreement on principles, but disagreement over modalities. B. C. Journal of Special Education, 7(2), 113–127.
[13] Hříbková, L. (2005). Nadání a nadaní. Praha: Pedagogická fakulta UK.
[14] Hunsaker, S. L. (Ed.). (2012). Identification: The theory and practice of identifying students for gifted and talented education services. Waco: Prufrock Press.
[15] Inbar, D. E. (1996). The free educational prison: Metaphors and images. Educational Research, 38(1), 77–92. | DOI 10.1080/0013188960380106
[16] Jensen, D. F. N. (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods, 5(1), 1–17.
[17] Kalra, M. B., & Baveja, B. (2012). Teacher thinking about knowledge, learning and learners: A metaphor analysis. Procedia – Social Behavioras Sciences, 55, 314–326.
[18] Krijan, I. P., & Borić, E. (2015). Teacher's attitudes towards gifted students and differences in attitudes regarding the years. Croatian Journal of Education / Hrvatski časopis za odgoj i obrazovanje, 17(1), 681–724.
[19] Lakoff, G., & Johnson, M. (2003). Metaphors we live by. London: The University of Chicago Press.
[20] Lassig, C. J. (2009). Teachers' attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18(2), 32–42.
[21] McCoach, D. B., & Siegle, D. (2007). What predics teachers' attitudes toward the gifted? The Gifted Child Quarterly, 51(3), 246–255. | DOI 10.1177/0016986207302719
[22] Miller, E. M. (2009). The effect of training in gifted education on elementary classroom teachers' theory – Based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65–105. | DOI 10.1177/016235320903300104
[23] Misset, T., & McCormic, K. (2014). Conceptions of giftedness. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (s. 143–157). Waco: Prufrock Press.
[24] Mudrák, J. (2013). Postoje studentů učitelství k nadání. Svět nadání. Časopis o nadaných a nadání, 2(2), 45–52.
[25] Nehyba, J., & Svojanovský, P. (2016). Tacitní znalosti v metaforách studentky učitelství. Studia paedagogica, 21(1), 57–85. | DOI 10.5817/SP2016-1-4
[26] Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A metaphor analysis. Roeper Review, 36(2), 122–132. | DOI 10.1080/02783193.2014.884200
[27] Porter, L. (1999). Gifted young children. A guide for teachers and parents. Buckingham: Open University Press.
[28] Portešová, Š., Budíková, M., & Koutková, H. (2011). Crucial determinants affecting the attitude of Czech educators toward education of extraordinarily gifted learners. The New Educational Review, 24(2), 305–326.
[29] Sankar-DeLeeuw, N. (2002). Gifted preschoolers: Parent and teacher views on identification, early admission, and programming. Roeper Review, 24(3), 172–177. | DOI 10.1080/02783190209554174
[30] Smith, Ch. M. M. (2006). Principles of inclusion: Implications for able learners. In Ch. M. M. Smith (Ed.), Including the gifted and talented. Making inclusion work for more gifted and able learners (s. 3–21). London: Routledge.
[31] Švaříček, R., & Čejková, I. (2016). Metaforický svět učení. In M. Strouhal & S. Štech (Eds.), Vzdělání a dnešek. Pedagogické, filosofické, historické a sociální perspektivy (s. 124–145). Praha: Karolinum.
[32] Téllez, K. (2016). The teaching instinct. Explorations into what makes us human. New York: Routledge.
[33] Vialle, W. (1994). 'Termanal' science? The work of Lewis Terman revisited. Roeper Review, 17(1), 32–38. | DOI 10.1080/02783199409553614
[34] Zheng, H., & Song, W. (2010). Metaphor analysis in the educational discourse: A critical review. US-China Foreign Language, 8(9), 42–44.
[2] Armstrong, S. L., Davis, H. S., & Paulson, E. J. (2011). The subjectivity problem: Improving triangulation approaches in metaphor analysis studies. International Journal of Qualitative Methods, 10(2), 151–163. | DOI 10.1177/160940691101000204
[3] Bégin, J., & Gagné, F. (1994). Predictors of sttitudes toward gifted education: A review of the literature and blueprints for future research. Journal for the Education of the Gifted, 17(2), 161–179. | DOI 10.1177/016235329401700206
[4] Bohner, G., & Wänke, M. (2002). Attitudes and attitude change. East Sussex: Psychology Press.
[5] Borland, J. H. (2005). Gifted education without gifted children. The case for no conception of giftedness. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (s. 1–19). New York: Cambridge University Press.
[6] Callahan, C. M., & Herberg-Davis, H. L. (Eds.). (2013). Fundamentals of gifted education – Considering multiple perspectives. London: Routledge.
[7] Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review, 14(3), 151–154. | DOI 10.1080/02783199209553411
[8] Dai, D. Y. (2009). Essential tensions surrounding the concept of giftedness. In L. V. Shavinina, International handbook on giftedness (s. 39–80). Essex: Springer.
[9] Davis, G. A., Rimm, S. B., & Siegle, D. (2011). Education of the gifted and talented. New Jersey: Pearson.
[10] Drulák, P. (2006). Svět jako metafora. Mezinárodní vztahy, 41(4), 67–80.
[11] Farrell, T. S. C. (2006). The teacher is an octopus. RELC Journal, 37(2), 236–248.
[12] Gagné, F. (1983). Perceptions of programs for gifted children: Agreement on principles, but disagreement over modalities. B. C. Journal of Special Education, 7(2), 113–127.
[13] Hříbková, L. (2005). Nadání a nadaní. Praha: Pedagogická fakulta UK.
[14] Hunsaker, S. L. (Ed.). (2012). Identification: The theory and practice of identifying students for gifted and talented education services. Waco: Prufrock Press.
[15] Inbar, D. E. (1996). The free educational prison: Metaphors and images. Educational Research, 38(1), 77–92. | DOI 10.1080/0013188960380106
[16] Jensen, D. F. N. (2006). Metaphors as a bridge to understanding educational and social contexts. International Journal of Qualitative Methods, 5(1), 1–17.
[17] Kalra, M. B., & Baveja, B. (2012). Teacher thinking about knowledge, learning and learners: A metaphor analysis. Procedia – Social Behavioras Sciences, 55, 314–326.
[18] Krijan, I. P., & Borić, E. (2015). Teacher's attitudes towards gifted students and differences in attitudes regarding the years. Croatian Journal of Education / Hrvatski časopis za odgoj i obrazovanje, 17(1), 681–724.
[19] Lakoff, G., & Johnson, M. (2003). Metaphors we live by. London: The University of Chicago Press.
[20] Lassig, C. J. (2009). Teachers' attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18(2), 32–42.
[21] McCoach, D. B., & Siegle, D. (2007). What predics teachers' attitudes toward the gifted? The Gifted Child Quarterly, 51(3), 246–255. | DOI 10.1177/0016986207302719
[22] Miller, E. M. (2009). The effect of training in gifted education on elementary classroom teachers' theory – Based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65–105. | DOI 10.1177/016235320903300104
[23] Misset, T., & McCormic, K. (2014). Conceptions of giftedness. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (s. 143–157). Waco: Prufrock Press.
[24] Mudrák, J. (2013). Postoje studentů učitelství k nadání. Svět nadání. Časopis o nadaných a nadání, 2(2), 45–52.
[25] Nehyba, J., & Svojanovský, P. (2016). Tacitní znalosti v metaforách studentky učitelství. Studia paedagogica, 21(1), 57–85. | DOI 10.5817/SP2016-1-4
[26] Olthouse, J. (2014). How do preservice teachers conceptualize giftedness? A metaphor analysis. Roeper Review, 36(2), 122–132. | DOI 10.1080/02783193.2014.884200
[27] Porter, L. (1999). Gifted young children. A guide for teachers and parents. Buckingham: Open University Press.
[28] Portešová, Š., Budíková, M., & Koutková, H. (2011). Crucial determinants affecting the attitude of Czech educators toward education of extraordinarily gifted learners. The New Educational Review, 24(2), 305–326.
[29] Sankar-DeLeeuw, N. (2002). Gifted preschoolers: Parent and teacher views on identification, early admission, and programming. Roeper Review, 24(3), 172–177. | DOI 10.1080/02783190209554174
[30] Smith, Ch. M. M. (2006). Principles of inclusion: Implications for able learners. In Ch. M. M. Smith (Ed.), Including the gifted and talented. Making inclusion work for more gifted and able learners (s. 3–21). London: Routledge.
[31] Švaříček, R., & Čejková, I. (2016). Metaforický svět učení. In M. Strouhal & S. Štech (Eds.), Vzdělání a dnešek. Pedagogické, filosofické, historické a sociální perspektivy (s. 124–145). Praha: Karolinum.
[32] Téllez, K. (2016). The teaching instinct. Explorations into what makes us human. New York: Routledge.
[33] Vialle, W. (1994). 'Termanal' science? The work of Lewis Terman revisited. Roeper Review, 17(1), 32–38. | DOI 10.1080/02783199409553614
[34] Zheng, H., & Song, W. (2010). Metaphor analysis in the educational discourse: A critical review. US-China Foreign Language, 8(9), 42–44.