In Norwegian secondary schools, there are gifted and talended pupils in all classes. This is part of the inclusive education in Norwegian public schools. However, criticism has been voiced that these students do not receive adapted education and that their teachers do not excercise ambitions on their behalf. Instead, poor pupils are particularly targeted, which often resuts in too low ambitions on behalf of all pupils in class.
Research and literature describing gifted and talented pupils either (a) concern exceptional students in other countries, e.g. the USA, or (b) exceptional students in Norway who are exceptional in terms of being markedly better than their peers in the same class.
In the present study, we attempt to generate knowledge from student teachers and their perception of who gifted and talended pupils are - within the "normal" abilities framed for example by the grade system where 1 is the lowest grade and 6 the best. Those we ask the student teachers to identify are those who would receive the highest grades, 5 and 6.
The study is framed within Vygotskian theory on the active student and the proximal zone of development (Vygotsky, 1987), in addition to theories on giftedness (Bruner, 1969; Piaget & Cook, 1952; Renzulli; 2002).
One aim has been to compare the information from the student teachers with these theories. A second aim has been to generate knowledge of how to prepare student teachers for teaching gifted and talented pupils, to have ambitions on their behalf and to teach them how to design their instruction in order to help these pupils develop as learners, in terms of adapted teaching.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child development, 67(3), 1206-1222. Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C.-H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Quarterly, 49(1), 68-79. Bruner, J. S. (1969). The process of education: A searching discussion of school education opening new paths to learning and teaching: Harvard University Press. Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10(2), 67-75. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes: Cambridge, MA: Harvard University Press.
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