Teachers' Conceptions About Giftedness and Their Link to Nomination Behavior

• In Event: Current and Promising Practices in the Identification of Gifted Students

Abstract

Teachers play an important role in the identification and promotion of talented children. However, we know surprisingly little about teachers’ conceptions about giftedness and their link to actual nomination behavior. In this study, teachers were asked how they define giftedness and their actual nomination behavior (i.e. selection of gifted students for a special program) was assessed. We used data from a sample of primary school children (N = 2,292) and their teachers in Germany. A comprehensive set of students’ characteristics were assessed. The findings revealed that teachers considered children to be gifted who were superior in cognitive and noncognitive domains. These findings are discussed in relation to theoretical conceptions and teachers’ beliefs about giftedness as well as teachers’ nomination behavior.

Authors

• Jessika Golle, University of Tübingen

• Lex Borghans

• Trudie Schils, Maastricht University