What Must We Know and Know How to Do for Implementation During the PENTA UC School Program? A View from the Teachers
This study explored what should be known, by a teacher of talented children, when implementing the PENTA UC School program. This study included a sample of 18 educators directly involved in the implementation process of this enrichment program. Teachers established bridges between verbalized knowled...
- Autores:
- Tipo de recurso:
- article
- Fecha de publicación:
- 2012
- Institución:
- Pontificia Universidad Javeriana
- Repositorio:
- Repositorio Universidad Javeriana
- Idioma:
- spa
- OAI Identifier:
- oai:repository.javeriana.edu.co:10554/33489
- Acceso en línea:
- http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/815
http://hdl.handle.net/10554/33489
- Palabra clave:
- null
know, know how to do, teachers, talent education
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional
| Summary: | This study explored what should be known, by a teacher of talented children, when implementing the PENTA UC School program. This study included a sample of 18 educators directly involved in the implementation process of this enrichment program. Teachers established bridges between verbalized knowledge and their pedagogic practice, recognizing know and know-how as two fundamental spheres of knowledge for the implementation of this program. The results show that these spheres traverse five different dimensions: planning, implementation, evaluation, learning environment, and collaborative work; which, in conjunction, allow the teacher to apply a differentiated instruction, taking into consideration the particular learning paces and characteristics of talented children. Furthermore, the need to consider these spheres in teacher’s preparation programs was confirmed. |
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