Self-assessment of teachers working with gifted pupils in terms of their work experience and education
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F16%3A43874403" target="_blank" >RIV/70883521:28150/16:43874403 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.21125/iceri.2016.0866" target="_blank" >http://dx.doi.org/10.21125/iceri.2016.0866</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/iceri.2016.0866" target="_blank" >10.21125/iceri.2016.0866</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Self-assessment of teachers working with gifted pupils in terms of their work experience and education
Popis výsledku v původním jazyce
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 α = 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.
Název v anglickém jazyce
Self-assessment of teachers working with gifted pupils in terms of their work experience and education
Popis výsledku anglicky
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 α = 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.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
AM - Pedagogika a školství
OECD FORD obor
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Návaznosti výsledku
Projekt
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Návaznosti
S - Specificky vyzkum na vysokych skolach
Ostatní
Rok uplatnění
2016
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
ICERI2016 Proceedings
ISBN
978-84-617-5895-1
ISSN
2340-1095
e-ISSN
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Počet stran výsledku
6
Strana od-do
8148-8153
Název nakladatele
IATED Academy
Místo vydání
Seville
Místo konání akce
Španělsko, Seville
Datum konání akce
14. 11. 2016
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
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