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Labelling of gifted children in the family from the perspective of teachers and its manifestations at school

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dc.title Labelling of gifted children in the family from the perspective of teachers and its manifestations at school en
dc.contributor.author Klimecká, Eva
dc.relation.ispartof Sodobna Pedagogika-Journal of Contemporary Educational Studies
dc.identifier.issn 0038-0474 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2020
utb.relation.volume 71
utb.relation.issue 2
dc.citation.spage 196
dc.citation.epage 212
dc.type article
dc.language.iso en
dc.publisher Slovenian Assoc Educationalists
dc.relation.uri https://www.sodobna-pedagogika.net/en/articles/02-2020_labelling-of-gifted-children-in-the-family-from-the-perspective-of-teachers-and-its-manifestations-at-school/
dc.subject gifted child en
dc.subject parent of a gifted child en
dc.subject teacher of a gifted pupil en
dc.subject labelling en
dc.subject focus group en
dc.description.abstract This paper presents the results of a study that explores the structure of labelling gifted children and its effects on the family environment from the perspective of teachers. The study, which was performed based on a focus group of 19 teachers from the Czech Republic, covered aspects of classroom teaching as well as communications with the parents of gifted children. Qualitative data was analysed using open and axial coding. The results show that parents are apprehensive of their child being identified as "gifted" at counselling centres because of the formalization of this process. Following the identification of giftedness, the teachers recorded changes in the attitudes of children and parents. In the case of the children, the internalization of typical characteristics of this population occurs in both a negative and positive sense. The teachers indicated two attitudes in the parents: they either exaggerated the child's giftedness, which occasionally led to interference with the curriculum of educators or they approached the giftedness with apprehension-both of these stances reflecting susceptibility to certain myths on giftedness. Upon transition of the child from ISCED 1 to 2, we registered the tendency of the parents to underrate the negative consequences of labelling. The elimination of labelling is passive (not professional)-that is, by ignoring or deviating from institutional practices and procedures put in place to enhance the development of giftedness. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1009817
utb.identifier.obdid 43881210
utb.identifier.scopus 2-s2.0-85089200037
utb.identifier.wok 000546520900012
utb.source J-wok
dc.date.accessioned 2020-07-29T07:30:40Z
dc.date.available 2020-07-29T07:30:40Z
utb.ou Research Centre
utb.contributor.internalauthor Klimecká, Eva
utb.fulltext.affiliation Eva Klimecká, PhD., Tomas Bata University in Zlin, Faculty of Humanities, Research Centre of FoH, Štefánikova 5760, 76001 Zlín, Czech Republic; e-mail:machu@utb.cz
utb.fulltext.dates -
utb.fulltext.sponsorship -
utb.wos.affiliation [Klimecka, Eva] Tomas Bata Univ Zlin, Fac Humanities, Res Ctr FoH, Stefanikova 5760, Zlin 76001, Czech Republic
utb.scopus.affiliation Tomas Bata University in Zlin, Faculty of Humanities, Research Centre of FoH, Štefánikova 5760, Zlín, 76001, Czech Republic
utb.fulltext.projects -
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