Page 88 - 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. 88
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
Table 4 Descriptive Statistics of Observed in-Class Teacher Behaviour
Scales teacher observation form min max M SD
Global teaching strategies
Autonomy-supportive teaching strategies . . . .
Differential teaching strategies
. . . .
. . . .
Notes Scores refer to a four-point scale (0-3).
Results
In the following sections we present the results of each of our research ques-
tions. First, we present the results of the in-class observations of the six teach-
ers. Second, we present the results of the recall interviews combined for the
six teachers, and thematically organized.
Teacher Behaviour Observed in Classes with Gifted Students
To explore in depth what teachers of gifted secondary education students
actual do in class regarding motivating teaching strategies from SDT, we ob-
served six teachers during one lesson on the use of structured, autonomy-
supportive, and involved teaching strategies. In Table 4, we present the re-
sults of our observations of teachers’ behaviour during the lesson observed.
With a mean score of 1.48 on factor 1 of the observation form, global teach-
ing strategies, we observed that the participating teachers, by and large,
planned the lesson observed in an organized, and structured way, although
there is room for improvement. We explicated the global strategies as gen-
eral, basic teaching strategies applicable for all students, such as the teacher
demonstrates her/his knowledge about her/his students, indicates possible
efforts for students to complete a task, stresses students to excel in learning,
responds to her/his students in a responsive way, and requests students how
they solved a problem. According to SDT, teachers who perform these strate-
gies fulfil students’ need for competence, and to some extent, their need for
autonomy and relatedness. Compared with the global teaching strategies,
we noticed that the teachers demonstrated substantially less autonomy-
supportive and differential teaching strategies in the lesson observed with
mean scores of 0.79 and 0.65 respectively. In SDT it is stated that both struc-
tured and autonomy-supportive teacher behaviour predict students’ moti-
vation across the school year.
In Table 5 we present the results of the in-class observations of each of the
six individual teachers. We observed that all teachers showed characteristics
of a structured teaching approach during the lesson observed, resulting in
a mediocre score on the four-point scale scores for global teaching strate-
86
Table 4 Descriptive Statistics of Observed in-Class Teacher Behaviour
Scales teacher observation form min max M SD
Global teaching strategies
Autonomy-supportive teaching strategies . . . .
Differential teaching strategies
. . . .
. . . .
Notes Scores refer to a four-point scale (0-3).
Results
In the following sections we present the results of each of our research ques-
tions. First, we present the results of the in-class observations of the six teach-
ers. Second, we present the results of the recall interviews combined for the
six teachers, and thematically organized.
Teacher Behaviour Observed in Classes with Gifted Students
To explore in depth what teachers of gifted secondary education students
actual do in class regarding motivating teaching strategies from SDT, we ob-
served six teachers during one lesson on the use of structured, autonomy-
supportive, and involved teaching strategies. In Table 4, we present the re-
sults of our observations of teachers’ behaviour during the lesson observed.
With a mean score of 1.48 on factor 1 of the observation form, global teach-
ing strategies, we observed that the participating teachers, by and large,
planned the lesson observed in an organized, and structured way, although
there is room for improvement. We explicated the global strategies as gen-
eral, basic teaching strategies applicable for all students, such as the teacher
demonstrates her/his knowledge about her/his students, indicates possible
efforts for students to complete a task, stresses students to excel in learning,
responds to her/his students in a responsive way, and requests students how
they solved a problem. According to SDT, teachers who perform these strate-
gies fulfil students’ need for competence, and to some extent, their need for
autonomy and relatedness. Compared with the global teaching strategies,
we noticed that the teachers demonstrated substantially less autonomy-
supportive and differential teaching strategies in the lesson observed with
mean scores of 0.79 and 0.65 respectively. In SDT it is stated that both struc-
tured and autonomy-supportive teacher behaviour predict students’ moti-
vation across the school year.
In Table 5 we present the results of the in-class observations of each of the
six individual teachers. We observed that all teachers showed characteristics
of a structured teaching approach during the lesson observed, resulting in
a mediocre score on the four-point scale scores for global teaching strate-
86
