Can training in giftedness affect the attitudes of teachers in primary education?
Research has strengthened the argument that teachers’ attitudes directly influence their emotions and educational practices. It is essential to identify these attitudes to improve training and, consequently, professional practice. Under this context, the objective of this research is to analyze the...
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Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2019-09-01
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Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1625 |
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doaj-36d92d3e494049c081440e523ce587812020-11-25T03:37:31ZspaAsociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y DiscapacidadINFAD0214-98772603-59872019-09-015144145010.17060/ijodaep.2019.n1.v5.16251347Can training in giftedness affect the attitudes of teachers in primary education?Carolina Seade Mejía0Glenda Encalada1Ma. José Peñaherrera Vélez2Yolanda Dávila Pontón3Ximena Vélez Calvo4Universidad de CuencaUniversidad del AzuayUniversidad de CuencaUniversidad de CuencaUniversidad del AzuayResearch has strengthened the argument that teachers’ attitudes directly influence their emotions and educational practices. It is essential to identify these attitudes to improve training and, consequently, professional practice. Under this context, the objective of this research is to analyze the effect that training in giftedness has on the attitudes of primary school teachers towards these students. A quasi-experimental pre and post-test study was carried out, with 15 teachers who attended the Inclusive Education master’s program in a private university in Cuenca-Ecuador. The teachers received training in various subjects related to the education of children with giftedness, during a course with a duration of 36 on-campus hours and 40 autonomous hours. In order to evaluate the attitudes, the questionnaire “Opinions about the gifted and their education” by Gagné and Nadeau was used. The attitudes improved in six factors of the questionnaire, with three factors showing statistically significant differences. This evident improvement in the attitudes of teachers can influence good educational practices towards students with giftedness, helping them take advantage of and highlight a student’s potential. It is clear that there is a need for relevant and quality teacher training, which in most training scenarios in Ecuador is a pending issue.http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1625actitudesaltas capacidadeseducación primariaformaciónmaestros |
collection |
DOAJ |
language |
Spanish |
format |
Article |
sources |
DOAJ |
author |
Carolina Seade Mejía Glenda Encalada Ma. José Peñaherrera Vélez Yolanda Dávila Pontón Ximena Vélez Calvo |
spellingShingle |
Carolina Seade Mejía Glenda Encalada Ma. José Peñaherrera Vélez Yolanda Dávila Pontón Ximena Vélez Calvo Can training in giftedness affect the attitudes of teachers in primary education? INFAD actitudes altas capacidades educación primaria formación maestros |
author_facet |
Carolina Seade Mejía Glenda Encalada Ma. José Peñaherrera Vélez Yolanda Dávila Pontón Ximena Vélez Calvo |
author_sort |
Carolina Seade Mejía |
title |
Can training in giftedness affect the attitudes of teachers in primary education? |
title_short |
Can training in giftedness affect the attitudes of teachers in primary education? |
title_full |
Can training in giftedness affect the attitudes of teachers in primary education? |
title_fullStr |
Can training in giftedness affect the attitudes of teachers in primary education? |
title_full_unstemmed |
Can training in giftedness affect the attitudes of teachers in primary education? |
title_sort |
can training in giftedness affect the attitudes of teachers in primary education? |
publisher |
Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad |
series |
INFAD |
issn |
0214-9877 2603-5987 |
publishDate |
2019-09-01 |
description |
Research has strengthened the argument that teachers’ attitudes directly influence their emotions and educational practices. It is essential to identify these attitudes to improve training and, consequently, professional practice. Under this context, the objective of this research is to analyze the effect that training in giftedness has on the attitudes of primary school teachers towards these students. A quasi-experimental pre and post-test study was carried out, with 15 teachers who attended the Inclusive Education master’s program in a private university in Cuenca-Ecuador. The teachers received training in various subjects related to the education of children with giftedness, during a course with a duration of 36 on-campus hours and 40 autonomous hours. In order to evaluate the attitudes, the questionnaire “Opinions about the gifted and their education” by Gagné and Nadeau was used. The attitudes improved in six factors of the questionnaire, with three factors showing statistically significant differences. This evident improvement in the attitudes of teachers can influence good educational practices towards students with giftedness, helping them take advantage of and highlight a student’s potential. It is clear that there is a need for relevant and quality teacher training, which in most training scenarios in Ecuador is a pending issue. |
topic |
actitudes altas capacidades educación primaria formación maestros |
url |
http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1625 |
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