A research-practice cooperation to support elementary school teachers' diagnostic competencies based on a working theory of talent development in STEM

We present a teacher professionalization project for promoting elementary school teachers' diagnostic competencies in recognizing their students' potential in STEM subjects. Teacher professionalization is fostered through the teachers' personal involvement in the development of subjec...

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Bibliographic Details
Published inGifted and talented international Vol. 36; no. 1-2; pp. 69 - 81
Main Authors Krischler, Mireille, Mack, Elena, Gnas, Jessica, Breit, Moritz, Matthes, Julia, Preckel, Franzis
Format Journal Article
LanguageEnglish
Published Routledge 03.07.2021
Subjects
elementary school
mathematics
science
Talent development
teachers' diagnostic competence
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Summary:We present a teacher professionalization project for promoting elementary school teachers' diagnostic competencies in recognizing their students' potential in STEM subjects. Teacher professionalization is fostered through the teachers' personal involvement in the development of subject-specific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers' diagnostic competencies as well as talent discovery and promotion in order to foster students' development of creative productivity in STEM fields.
ISSN:1533-2276
2470-9565
DOI:10.1080/15332276.2021.1961329