Status, problems and needs working with talented pupils in primary schools in Croatia
DOI:
https://doi.org/10.15291/magistra.1325Keywords:
gifted and talented students, the state, problems and needs of gifted pupils in primary schools, questionnaire on the status and needs of gifted studentsAbstract
In the paper is designed questionnaire to evaluate the situation and the need for gifted and talented students. The sample consisted of the condition and needs of gifted students in Croatian primary schools among 378 primary school teachers and subject teachers of all profiles. Factor analysis of the questionnaire obtained three factors: 1) Special programs, methods and forms of work with gifted children, 2) Direct social care for gifted children, 3) Identification of gifted children. They then tested the results on those three factors with respect to the different categories of teachers with regard to: a) three different regions of the Republic of Croatia, b) different profiles, c) the different years of service, and d) a different education of gifted children. The survey results show that teachers in primary schools by region of Croatia significantly more use of special programs, methods and forms of work in southern and central Croatian regions in relation to the north. In the central and northern regions compared to Croatian southern region teachers significantly more direct care for gifted children at different levels of society. The results of the factor of identification of gifted students are the lowest among teachers, which is not surprising because it is primarily business of school social services, they were significantly higher in southern and central Croatian regions in relation to the north. All profiles of teachers with gifted students statistically most do special programs, methods and forms of work, then care of gifted children. At least participate in the identification of gifted students. All categories of teachers with respect to years of service, as well as with regard to the education of gifted statistically most implemented specific programs, methods and forms of work with gifted children, then care of gifted at all levels of society, and at least participate in their identification. Concern about gifted students in the Republic of Croatia is still not satisfactory, and the paper provides some guidelines for improving the system.References
ADŽIĆ, D. 2011. Darovitost i rad s darovitim učenicima, Život i škola, 25, 1, 171-184.
CVETKOVIĆLAY, J. i SEKULIĆ MAJUREC, A. 1998. Darovito je, što ću s njim? Zagreb: Alinea.
CVETKOVIĆLAY, J. 2014. Euopska mreža potpore talentima – Towards a European talent support network and 3rd European talent day, međunarodna konferenicja, Budimpešta, Mađarska, www.conference2014.talentday.eu
DOMAZET, M. 2014. Stavovi učitelja i nastavnika o različitim metodama rada s darovitim učenicima (neobjavljeni diplomski rad). Sveučilište u Splitu: Filozofski fakultet. http://bib.irb.hr/prikazi-rad?lang=en&rad=716001
GAGNE, F. 1985. Giftedness and talent: reexamining a reexamination of definitions. Gifted child Quarterly, 29: 103-112.
GARDNER, H. 1983. Frames of mind: the theory of multiple intelligences. New York: Basic books.
GOLEMAN, D. 1995. Emocionalna inteligencija – zašto je važnija od kvocijenta inteligencije, Zagreb: Mozaik knjiga.
Grandić, R. i Letić, M. 2009. Stanje, problemi i potrebe u području brige o darovitim učenicima u našem obrazovnom sistemu, Filozofski fakultet, Novi Sad.
www.uskolavrsac.edu.rs/Novi%20sajt%202010/.../G... (10. siječnja 2016.)
HILL, K. G., AMABILE, T. M., ISAKSEN, S. G., MURDOCK, M. G., FI
RESTEIN, R. L., TREFFINGER, D. 1993. Understanding and recognizing creativity: the emergence of a discipline. Understanding and recognizing creativity: the emergence of a discipline.
PIŽORN, M. i JURIŠEVIĆ, K. 2016. Teachers’opinions and experiences on gifted education in primary school (usmeno priopčenje), Suvremeni pristup odgoju i obrazovanju darovite djece i učenika, Zadar.
KOREN, I. 1989. Kako prepoznati i identificirati nadarenog učenika. Zagreb: Školske novine.
OZIMEC, S. 1996. Otkriće kreativnosti. Varaždinske Toplice: Tonimir.
Pravilnik o osnovnoškolskom odgoju i obrazovanju darovitih učenika (NN 34/1991.).
RENZULLI, J. S. 1986. The Three-ring conception of giftedness: A developmental model for creative productivity. U: Sternberg, R. J.; Davidsom, J. E. (ur.).
Conception of Giftedness. New York: University Press.
RENZULLI J. S. i REISS, S. M. 2000. The school wide enrichment model. U: Heller, K. A.; Monks, F. J.; Sternberg, R. K.; Subotnik, R. F. Ur. International handbook of giftedness and talent. Oxford: Elsevier press.
STERNBERG, R. J. 1996. Uspješna inteligencija: Kako kreativna i praktična inteligencija određuju uspjeh u životu. Zagreb: Barka.
TVORIĆ, A. 2005. Pregled pojma darovitosti u hrvatskom osnovnom školstvu s osvrtom na stavove učitelja o darovitosti (neobjavljena diplomska radnja). Zagreb: Učiteljska akademija.
VLAHOVIĆŠTETIĆ. 2005. Daroviti učenici: Teorijski pristup i primjena u školi, Znanost i društvo, Zagreb: IDIZ.
VOJNOVIĆ, N. 2005. Stanje, problemi i potrebe u području skrbi o darovitim učenicima u hrvatskom školskom sustavu. U: Vlahović-Štetić, V. Ur. Daroviti učenici: Teorijski pristup i primjena u školi, Znanost i društvo, Zagreb: IDIZ.
SLAVIČEK, M. 2014.. Rad s darovitim učenicima 1994.-2014. http://www.hzos.hr/upload_data/site_files/sazetak-daroviti-2014..pdf (12. siječnja 2016.)
SLAVIČEK, M. 2014. Kako i zašto raditi s darovitima, Otkrivanje Darovitih Učenika - stručni skup HZOŠ 14. 3. 2014. www.hzos.hr/upload_data/site_files/darovtii-2014..pdf (12. siječnja 2016.)
www.mzos.hr
