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How Teachers Perceive Differentiation of Education among the Gifted and Talented

1994; Taylor & Francis; Volume: 9; Issue: 2 Linguagem: Inglês

10.1080/15332276.1994.11672798

2470-9565

Kirsi Tirri, Kari Uusikylä,

Creativity in Education and Neuroscience

AbstractThis paper reports a study of how Finnish elementary and secondary teachers perceive the need to differentiate education for gifted and talented youth. Conducted in 1989, this survey involved 393 teachers. The motivation for this study arises from current discussion on the development of gifted education in Finland. The official educational policy in Finland has acknowledged the need to create special programs for gifted students. This study attempts to give some general guidelines from the teachers' points of view in differentiating education for the gifted in different grade levels. The results show that elementary and secondary teachers differ in their opinions and that the methods of differentiation emphasized in elementary and secondary levels are different. Additional informationNotes on contributorsKirsi TirriDr. Kirsi Tirri is Senior Lecturer in the Department of Teacher Education in the University of Helsinki. Her research interests include teacher education, cross-cultural studies, moral and religious development, and education of gifted and talented students. (Address: Department of Teacher Education, P.O. Box 38 (Ratakatu 6A) FIN-00014, University of Helsinki, Finland).Kari UusikyläDr. Kari Uusikylä is Professor at the Department of Teacher Education in the University of Tampere. His research interests include teacher education and education of gifted and talented students. Professor Uusikylä published in 1994 the first Finnish book on gifted education. (Address: Department of Teacher Training in Hämeenlinna, P.O. Box 346 SF-13131 Hämeenlinna, University of Tampere, Finland).