Είναι οι μαθητές μας χαρισματικοί; Απόψεις των εκπαιδευτικών της Πρωτοβάθμιας και Δευτεροβάθμιας εκπαίδευσης για τη χαρισματικότητα

Abstract

With regard to giftedness, there has been a wide range of definitions through the years, some of which focus on skill and talent, others on high IQ, and others on outstanding performance. The aim of this study is to investigate the views of teachers on the characteristics / needs of gifted students, the attitudes towards objections regarding grant of benefits to charismatic students and the possible correlation of years of experience and  position with these attitudes. The survey was conducted to primary and secondary school teachers of West Athens (N = 278) through a structured internet questionnaire. The results have shown that teachers associate the concept of giftedness with the characteristics of (a) quick / flexible thinking, (b) faster and deeper learning, (c) high performance, (d) increased  observeness and (e) excellent problem-solving skills. They express the view that gifted students need special attention, and although they agree that children with learning disabilities are more in need of special educational services, they do not particularly agree with objections to benefits to charismatic students. The job position of the participants is found not to be related to their views, while the years of experience is correlated with the views about need for special attention and tailored educational services for gifted students.