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Tendencies of teachers to myths about giftedness

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dc.title Tendencies of teachers to myths about giftedness en
dc.contributor.author Machů, Eva
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Petrůjová, Jana
dc.relation.ispartof Turkish Online Journal of Educational Technology
dc.identifier.issn 1303-6521 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2016
utb.relation.volume 2016
utb.relation.issue DecemberSpecialIssue
dc.citation.spage 690
dc.citation.epage 696
dc.type article
dc.language.iso en
dc.publisher Sakarya University
dc.relation.uri http://www.tojet.net/special/2016_12_1.pdf
dc.subject Gifted pupil en
dc.subject Giftedness en
dc.subject Myths about giftedness en
dc.subject Teacher of gifted pupil en
dc.description.abstract This article deals with myths about gifted pupils and examines the tendencies of teachers to these myths. In the theoretical part we describe the origin and creation of myths and we further define the variables that can affect the tendencies of teachers to myths about gifted pupils (length of teaching practice, type and grade of school). 973 teachers of primary and lower secondary schools from the Czech Republic participated in the research. A questionnaire was applied as a research technique. After exploratory factor analysis it included 7 statements distributed to two factors (F1: Education of gifted children; F2: Social and emotional maladjustment of gifted children). Based on these two factors, two summation indexes were created and compared in different groups of teachers. Results of the analysis show that teachers declare low tendencies to myths about gifted pupils. The overall results of comparison show, that the tendency to myths about gifted pupils is slightly decreasing as the length of teaching practice is increasing. Teachers working on the specialized schools for gifted children have higher tendency to myths about giftedness in comparison with the other types of schools. The tendency of teachers to myths is constant in the area of Education of gifted children and is decreasing in the area of Social and emotional maladjustment of gifted children. The study has an exploratory, not confirmatory character. © The Turkish Online Journal of Educational Technology. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1006927
utb.identifier.obdid 43875903
utb.identifier.scopus 2-s2.0-85006974147
utb.source j-scopus
dc.date.accessioned 2017-06-27T08:13:16Z
dc.date.available 2017-06-27T08:13:16Z
utb.contributor.internalauthor Machů, Eva
utb.contributor.internalauthor Kočvarová, Ilona
utb.contributor.internalauthor Petrůjová, Jana
utb.fulltext.affiliation Eva MACHŮ Department of School Pedagogy Faculty of Humanities Tomas Bata University in Zlín Czech Republic machu@fhs.utb.cz Hona KOČVAROVÁ Department of School Pedagogy Faculty of Humanities Tomas Bata University in Zlín Czech Republic kocvarova@fhs.utb.cz Jana PETRŮJOVÁ Department of Pedagogical Sciences Faculty of Humanities Tomas Bata University in Zlín Czech Republic
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