Tales from within: Gifted Students’ Lived Experiences with Teaching Practices in Regular Classrooms

Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative pr...

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Bibliographic Details
Published inEducation sciences Vol. 10; no. 5; pp. 137 - 157
Main Authors Gomez-Arizaga, Maria P., Valdivia-Lefort, Marieta, Castillo-Hermosilla, Hernan, Hébert, Thomas P., Conejeros-Solar, Maria Leonor
Format Journal Article
LanguageEnglish
Published MDPI AG 01.05.2020
Subjects
Academically Gifted
Case studies
classroom teachers
Conventional Instruction
Creative Teaching
Creativity
Education
Foreign Countries
gifted students
High School Students
Learner Engagement
lived experiences
Methods
Middle School Students
National Curriculum
Peer Relationship
Practice
Qualitative research
regular classroom
Student Attitudes
Student Experience
Talented students
Teacher Student Relationship
Teachers
teachers of the gifted
Teaching Methods
Chile
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Summary:Gifted students in regular classrooms have fewer opportunities to develop activities that are based on their characteristics as learners and address their needs; however, many of them spend most of their school time in these classrooms. The results presented here were part of a 2-year qualitative project that analyzed 12 Chilean gifted students’ lived experiences in regular classrooms by exploring the factors that foster and hinder their learning through the use of photos, focus groups, and interviews. The results showed students’ discontent with the national curriculum and teaching practices related to rigidity, lack of meaning, and unchallenging assessments. Nevertheless, positive experiences were reported related to teaching strategies, especially when they add novelty and move away from traditional approaches. Waiting experiences were common, but were often seen by students as opportunities for creative production. Methods for engaging gifted students in their learning are highlighted.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci10050137