Nadaný žák je jako Jágr mezi hokejisty, aneb, Učitelova koncepce nadání v analýze metafor

Title: Nadaný žák je jako Jágr mezi hokejisty, aneb, Učitelova koncepce nadání v analýze metafor
Variant title:
  • A gifted student is like a Jágr among hockey players : teachers' conception of giftedness in metaphor analysis
Author: Machů, Eva
Source document: Studia paedagogica. 2019, vol. 24, iss. 3, pp. [77]-92
Extent
[77]-92
  • ISSN
    1803-7437 (print)
    2336-4521 (online)
Type: Article
Language
License: Not specified license
 

Notice: These citations are automatically created and might not follow citation rules properly.

Abstract(s)
Článek se zabývá koncepcemi nadání a jejich vlivem na pedagogickou praxi. Cílem výzkumu je identifikovat koncepce nadání, které jsou ukryty v metaforických pojmech, jež deklarují učitelé základních škol a příslušných ročníků víceletých g ymnázií. Pomocí analýz y metafor jsme identifikovali 20 tematických kódů, které jsme zařadili pod koncepce nadání. Výzkumu se zúčastnilo 432 učitelů, od nichž bylo získáno 521 kódů. Zjistili jsme, že téměř polovina kódů popisuje nadané žáky jako vysoce výkonné se skvělými vlastnostmi (výkonové koncepce). Asi třetina učitelů vnímá problémy nadaných v soc. oblasti a uvědomuje si obtížnost pedagogické činnosti s nadanými (sociokulturní koncepce). Menší část učitelů zastává koncepce konzervativní, liberální, nesouhlasí s integrací nadaných žáků a dokonce evidujeme i negativistické postoje k nadání. Vzniklé koncepce jsme v diskusi zařadili pod moderní, které považujeme za rozvojetvorné, a pod tradiční, jež rozvíjejí nadání jen omezeně. Preference tradičních koncepcí významně převládala.
This article examines conceptions of giftedness and their influence on pedagogical practices. It aims to identify the conceptions of giftedness hidden in metaphorical terms stated by primary school and multi-year gymnasium teachers. Using metaphor analysis, we identified 20 thematic codes, which were sorted into respective conceptions of giftedness. The survey involved 432 teachers and resulted in 521 codes. We determined that nearly half of the metaphors described gifted pupils as highly efficient and endowed with brilliant characteristics (performance conceptions). About one third of the teachers were aware of the problems that gifted students face in the social area and the difficulty that accompanies pedagogical work with gifted pupils (socio-cultural conceptions). A smaller proportion of the teachers held conservative or liberal conceptions and did not agree with the integration of gifted students. We even registered negative attitudes towards giftedness among these teachers. The study further divides the conceptions into modern conceptions, which we consider to be developmental, and traditional ones, which develop talents only to a limited extent. The study shows that there is a strong preference for the traditional concepts.
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