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Self-assessment of teachers working with gifted pupils in terms of their work experience and education

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dc.title Self-assessment of teachers working with gifted pupils in terms of their work experience and education en
dc.contributor.author Kočvarová, Ilona
dc.contributor.author Machů, Eva
dc.contributor.author Petrujová, Jana
dc.relation.ispartof ICERI2016: 9th International Conference of Education, Research and Innovation
dc.identifier.issn 2340-1095 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.isbn 978-84-617-5895-1
dc.date.issued 2016
dc.citation.spage 8148
dc.citation.epage 8153
dc.event.title 9th Annual International Conference of Education, Research and Innovation (iCERi)
dc.event.location Seville
utb.event.state-en Spain
utb.event.state-cs Španělsko
dc.event.sdate 2016-11-14
dc.event.edate 2016-11-16
dc.type conferenceObject
dc.language.iso en
dc.publisher IATED- The International Academy of Technology, Education and Development
dc.identifier.doi 10.21125/iceri.2016.0866
dc.relation.uri https://library.iated.org/view/KOCVAROVA2016SEL
dc.subject quality of education en
dc.subject self-assessment en
dc.subject teacher en
dc.subject teaching skills en
dc.subject education of gifted pupils en
dc.subject questionnaire en
dc.description.abstract The study presents results of an investigation which was carried out on a sample of Czech teachers (n = 922) working in lower secondary education (ISCED2) with gifted pupils in different types of schools. Scale questionnaire was applied as a research technique. On its bases we conducted an overall index of self-assessment with the use of exploratory factor analysis. The index met current demands on the construct validity and reliability (68 % of total variance explained; Cronbach's alpha = 0.91). The aim was to determine the degree of teachers' self-assessment in terms of work with gifted pupils in the classroom and to compare their self-assessment in regard to their teaching practice length, personal experience with gifted pupils in the classroom and previous education in the area of giftedness. The results show that the overall rate of teachers' self-assessment is slightly positive. Comparison of the results shows expected outcomes. Teachers who have shorter practice, less experience and training in the area of gifted pupils, declare poorer self-assessment. On the contrary, teachers who have longer practice, more experience and education, declare better self-assessment. However, it is striking that 46 % of teachers declared that they were not trained in the issue of giftedness at the university or in further education. The rate of their training does not differ with respect to the length of their practice. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1007732
utb.identifier.obdid 43875028
utb.identifier.wok 000417330208022
utb.source d-wok
dc.date.accessioned 2018-02-26T10:20:03Z
dc.date.available 2018-02-26T10:20:03Z
dc.description.sponsorship project IGA [IGA/FHS/2016/002]
utb.contributor.internalauthor Kočvarová, Ilona
utb.contributor.internalauthor Machů, Eva
utb.fulltext.affiliation Ilona Kočvarová1, Eva Machů1, Jana Petrůjová2 1 Department of School Pedagogy, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC) 2 Department of Pedagogical Sciences, Faculty of Humanities, Tomas Bata University in Zlín (CZECH REPUBLIC)
utb.fulltext.dates -
utb.fulltext.references [1] Bush, K. & Reinhart, U. (2005). Theoretische Grundladen zum Begabungsbegriff. [on-line]. [cit. 2009-12-10]. Available from: http://www.phlinz.at /typo3/fileadmin/paedak_upload/institute/begabt/Theoretische_Grundladen_05.pdf. [2] Clark, B. (1998). Growing up gifted. Developing the potential of children at home and at school. London: Merrill Publishing Company. [3] DeVellis, R. F. (c2012). Scale development: theory and applications (3rd ed.). Thousand Oaks, Calif.: SAGE. [4] Duchovičová, J. (2007). Aspekty difereciácie v edukácii nadaných žiakov. Nitra: PF UKF v Nitre. [5] Entelr, E. et al. (2008). Umí školy pracovat s nadanými žáky? Tematická zpráva [online]. Praha, ČŠI. [cit. 2013-09-10]. Available from: http://www.csicr.cz/getattachment/5483f110-8cba-4662-9716-579e36d05bc1. [6] Gagné, F. (2004). Transforming gift into talents: the DMGT as a developmental theory. High Ability Studies, vol.15, no.2, pp.120-134. [7] Jurášková, J. (2003). Základy pedagogiky nadaných. Pezinok: Formát. [8] Kratochvílová, J., Havel, J. & Filová, H. (2011). Analýza školních vzdělávacích programů jako prostředek kvalitativního rozvoje inkluze na 1. stupni základních škol. Brno: MUNI Press. [9] Machů, E. & Kočvarová, I. (2013). Kvalita školy z hlediska péče o nadané žáky. Zlín: Univerzita Tomáše Bati ve Zlíně. [10] Machů, E. (2010). Nadaný žák. Brno: Paido.
utb.fulltext.sponsorship Thanks to Bc. Jana Petrůjová, student of FHS TBU in Zlín, for the participation on data collection. The publication has been produced with the support of the project IGA, No. IGA/FHS/2016/002.
utb.wos.affiliation [Kocvarova, Ilona; Machu, Eva] Tomas Bata Univ Zlin, Dept Sch Pedag, Fac Humanities, Zlin, Czech Republic; [Petrujova, Jana] Tomas Bata Univ Zlin, Dept Pedag Sci, Fac Humanities, Zlin, Czech Republic
utb.fulltext.projects IGA/FHS/2016/002
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