Page 138 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 138
uška Željeznov Seničar and Borut Seničar
Research Methodology
Design
The survey was an 11-item online questionnaire. Respondents were asked for
their gender, date of birth, years of service, beliefs regarding giftedness, an
assessment of their ability to identify potential giftedness in a preschool child
and to work with potentially gifted children, their perception of their role and
the role of parents in the identification process, their ability to identify gifted
young children, their beliefs regarding their work with gifted children, and
an assessment of what they required for high-quality work with potentially
gifted preschool children.
Research Questions
– Perception of giftedness
1. Are there differences in teachers’ perception of giftedness between
and within countries?
2. Are there intergenerational differences in teachers’ perception of
giftedness between and within countries?
– Identification of gifted preschool children
3. Are there differences in the opinions of educators regarding the
early identification of gifted preschool children between and within
countries?
4. What approaches are used to identify gifted preschool children?
– Needs of kindergarten teachers in working with gifted children
5. What are the needs of kindergarten teachers in working with gifted
preschool children in a specific country? What are the differences
between the countries?
Respondents
Responses were received from 241 teachers (148 from Slovenia, 93 from Croa-
tia). The survey was made available through kindergarten networks in Slove-
nia and Croatia between June and August 2017. All respondents work as
kindergarten teachers with children aged between one and six years.
Results
Perception of Giftedness
Across all respondents in the study, the qualitative approach to giftedness
predominates (30.29), followed by the multi-category approach (16.6),
136
Research Methodology
Design
The survey was an 11-item online questionnaire. Respondents were asked for
their gender, date of birth, years of service, beliefs regarding giftedness, an
assessment of their ability to identify potential giftedness in a preschool child
and to work with potentially gifted children, their perception of their role and
the role of parents in the identification process, their ability to identify gifted
young children, their beliefs regarding their work with gifted children, and
an assessment of what they required for high-quality work with potentially
gifted preschool children.
Research Questions
– Perception of giftedness
1. Are there differences in teachers’ perception of giftedness between
and within countries?
2. Are there intergenerational differences in teachers’ perception of
giftedness between and within countries?
– Identification of gifted preschool children
3. Are there differences in the opinions of educators regarding the
early identification of gifted preschool children between and within
countries?
4. What approaches are used to identify gifted preschool children?
– Needs of kindergarten teachers in working with gifted children
5. What are the needs of kindergarten teachers in working with gifted
preschool children in a specific country? What are the differences
between the countries?
Respondents
Responses were received from 241 teachers (148 from Slovenia, 93 from Croa-
tia). The survey was made available through kindergarten networks in Slove-
nia and Croatia between June and August 2017. All respondents work as
kindergarten teachers with children aged between one and six years.
Results
Perception of Giftedness
Across all respondents in the study, the qualitative approach to giftedness
predominates (30.29), followed by the multi-category approach (16.6),
136
