Knowledge and myths among Colombian teachers about high intellectual abilities

The objective of this study was to describe the knowledge and myths among Colombian teachers regarding students with High Intellectual Abilities (HIA), analyzing their relationship with sociodemographic variables of interest. A non-experimental, descriptive-correlational cross-sectional methodology...

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Autores:
Gutiérrez-Ruiz, Karol
Tipo de recurso:
Fecha de publicación:
2022
Institución:
Universidad Tecnológica de Bolívar
Repositorio:
Repositorio Institucional UTB
Idioma:
spa
OAI Identifier:
oai:repositorio.utb.edu.co:20.500.12585/12194
Acceso en línea:
https://hdl.handle.net/20.500.12585/12194
Palabra clave:
Gifted;
Talent Development;
School Districts
LEMB
Rights
openAccess
License
http://creativecommons.org/licenses/by-nc-nd/4.0/
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dc.title.es_CO.fl_str_mv Knowledge and myths among Colombian teachers about high intellectual abilities
dc.title.alternative.es_CO.fl_str_mv Conhecimentos e mitos de professores colombianos sobre altas habilidades intelectuais
Conocimientos y mitos de profesores colombianos sobre las altas capacidades intelectuales
title Knowledge and myths among Colombian teachers about high intellectual abilities
spellingShingle Knowledge and myths among Colombian teachers about high intellectual abilities
Gifted;
Talent Development;
School Districts
LEMB
title_short Knowledge and myths among Colombian teachers about high intellectual abilities
title_full Knowledge and myths among Colombian teachers about high intellectual abilities
title_fullStr Knowledge and myths among Colombian teachers about high intellectual abilities
title_full_unstemmed Knowledge and myths among Colombian teachers about high intellectual abilities
title_sort Knowledge and myths among Colombian teachers about high intellectual abilities
dc.creator.fl_str_mv Gutiérrez-Ruiz, Karol
dc.contributor.author.none.fl_str_mv Gutiérrez-Ruiz, Karol
dc.subject.keywords.es_CO.fl_str_mv Gifted;
Talent Development;
School Districts
topic Gifted;
Talent Development;
School Districts
LEMB
dc.subject.armarc.none.fl_str_mv LEMB
description The objective of this study was to describe the knowledge and myths among Colombian teachers regarding students with High Intellectual Abilities (HIA), analyzing their relationship with sociodemographic variables of interest. A non-experimental, descriptive-correlational cross-sectional methodology was used. 584 pre-school, basic and secondary education teachers from 160 municipalities were selected through non-probabilistic sampling for participation and completed the HIA Knowledge and Myths Questionnaire. The general percentage of correct answers in the questionnaire was low and there were high levels of false beliefs primarily related to the nature of giftedness, the academic performance and achievements of these students and suitable educational interventions for this population. A relationship was found between false beliefs about HIA and the sex of participants. These results highlight the need to improve HIA training in teacher preparation. © 2022 by the authors.
publishDate 2022
dc.date.issued.none.fl_str_mv 2022
dc.date.accessioned.none.fl_str_mv 2023-07-19T21:18:47Z
dc.date.available.none.fl_str_mv 2023-07-19T21:18:47Z
dc.date.submitted.none.fl_str_mv 2023
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dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/20.500.12585/12194
dc.identifier.doi.none.fl_str_mv 10.11600/RLCSNJ.20.2.4913
dc.identifier.instname.es_CO.fl_str_mv Universidad Tecnológica de Bolívar
dc.identifier.reponame.es_CO.fl_str_mv Repositorio Universidad Tecnológica de Bolívar
url https://hdl.handle.net/20.500.12585/12194
identifier_str_mv 10.11600/RLCSNJ.20.2.4913
Universidad Tecnológica de Bolívar
Repositorio Universidad Tecnológica de Bolívar
dc.language.iso.es_CO.fl_str_mv spa
language spa
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dc.format.extent.none.fl_str_mv 22 páginas
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dc.publisher.place.es_CO.fl_str_mv Cartagena de Indias
dc.source.es_CO.fl_str_mv Revista Latinoamericana de Ciencias Sociales, Ninez y Juventud
institution Universidad Tecnológica de Bolívar
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spelling Gutiérrez-Ruiz, Karold3f50412-ff11-44ae-8e80-d0760d310e322023-07-19T21:18:47Z2023-07-19T21:18:47Z20222023https://hdl.handle.net/20.500.12585/1219410.11600/RLCSNJ.20.2.4913Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarThe objective of this study was to describe the knowledge and myths among Colombian teachers regarding students with High Intellectual Abilities (HIA), analyzing their relationship with sociodemographic variables of interest. A non-experimental, descriptive-correlational cross-sectional methodology was used. 584 pre-school, basic and secondary education teachers from 160 municipalities were selected through non-probabilistic sampling for participation and completed the HIA Knowledge and Myths Questionnaire. The general percentage of correct answers in the questionnaire was low and there were high levels of false beliefs primarily related to the nature of giftedness, the academic performance and achievements of these students and suitable educational interventions for this population. A relationship was found between false beliefs about HIA and the sex of participants. These results highlight the need to improve HIA training in teacher preparation. © 2022 by the authors.22 páginasapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Revista Latinoamericana de Ciencias Sociales, Ninez y JuventudKnowledge and myths among Colombian teachers about high intellectual abilitiesConhecimentos e mitos de professores colombianos sobre altas habilidades intelectuaisConocimientos y mitos de profesores colombianos sobre las altas capacidades intelectualesinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Gifted;Talent Development;School DistrictsLEMBCartagena de IndiasAlgaba-Mesa, A., Fernández-Marcos, T. Características socioemocionales en población infanto-juvenil con altas capacidades: una revisión sistemática (2021) Revista de Psicología y Educación, 16, pp. 60-74. Cited 4 times. https://doi.org/10.23923/rpye2021.01.202Barrenetxea-Mínguez, L., Martínez-Izaguirre, M. Relevancia de la formación docente para la inclusión educativa del alumnado con altas capacidades intelectuales (2020) Atenas, 1 (49), pp. 1-19. Cited 3 times.Barrera-Algarín, E., Sarasola-Sánchez-Serrano, J.L., Fernández-Reyes, T., García-González, A. Deficit in teachers and educators’ training on intellectual giftedness: A handicap for elementary education in Andalusia (2021) Revista de Investigacion Educativa, 39 (1), pp. 209-226. Cited 5 times. https://revistas.um.es/rie/article/view/422431 doi: 10.6018/RIE.422431Beltrán-Villamizar, Y. I., Martínez-Fuentes, Y. L., Vargas-Beltrán, Á. S. El sistema educativo colombiano en el camino hacia la inclusión: avances y retos (2015) Educación y Educadores, 18 (1), pp. 62-75. Cited 16 times. https://doi.org/10.5294/edu.2015.18.1.4Bergold, S., Wirthwein, L., Steinmayr, R. Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being (2020) Gifted Child Quarterly, 64 (4), pp. 285-303. Cited 17 times. http://gcq.sagepub.com/archive/ doi: 10.1177/0016986220932533Biber, M., Kose Biber, S., Ozyaprak Fossa, M., Kartal, E., Can, T., Simsek, I. TEACHER NOMINATION IN IDENTIFYING GIFTED AND TALENTED STUDENTS: EVIDENCE FROM TURKEY (2021) Thinking Skills and Creativity, 39, art. no. 100751. Cited 5 times. http://www.elsevier.com/wps/find/journaldescription.cws_home/706922/description#description doi: 10.1016/j.tsc.2020.100751Castiblanco-Castro, C. A. Efectos del desplazamiento sobre el acceso a la educación en Colombia (2020) Revista de Investigación, Desarrollo e Innovación, 10 (2), pp. 297-310. Cited 5 times. http://doi.org/10.19053/20278306.v10.n2.2020.10214Fernández-Molina, M., Castro-Zamudio, S. (2011) Cuestionario de mitos y estereotipos ACIS. Cited 2 times. Universidad de MálagaFurnham, A., Horne, G. Myths and misconceptions about intelligence: A study of 35 myths (2021) Personality and Individual Differences, 181, art. no. 111014. Cited 7 times. http://www.elsevier.com/locate/paid doi: 10.1016/j.paid.2021.111014Gagné, F. Giftedness and Talent: Reexamining a Reexamination of the Definitions (1985) Gifted Child Quarterly, 29 (3), pp. 103-112. Cited 206 times. doi: 10.1177/001698628502900302Gagné, F. Are Teachers Really Poor Talent Detectors? Comments On Pegnato and Birch's (1959) Study of the Effectiveness and Efficiency of Various Identification Techniques (1994) Gifted Child Quarterly, 38 (3), pp. 124-126. Cited 45 times. doi: 10.1177/001698629403800305Gagné, F. My convictions about the nature of abilities, gifts, and talents (1999) Journal for the Education of the Gifted, 22 (2), pp. 109-136. Cited 63 times. http://jeg.sagepub.com/content/by/year doi: 10.1177/016235329902200202Gagné, F. From noncompetence to exceptional talent: Exploring the range of academic achievement within and between grade levels (2005) Gifted Child Quarterly, 49 (2), pp. 139-153. Cited 34 times. http://gcq.sagepub.com/archive/ doi: 10.1177/001698620504900204García-Barrera, A., de la Flor, P. Spanish teachers' perception of gifted students (2016) Estudios Pedagogicos, 42 (2), pp. 129-149. Cited 10 times. http://www.scielo.cl/pdf/estped/v42n2/art08.pdf doi: 10.4067/S0718-07052016000200008Barrera, A.G., López, C.M., Hernández, P.G. Teachers' perceptions about gifted students: Relations with previous education and experience (2021) Revista Electronica Interuniversitaria de Formacion del Profesorado, 24 (1), pp. 239-251. Cited 7 times. https://revistas.um.es/reifop/article/view/416191 doi: 10.6018/REIFOP.416191García-Cepero, M.C., Betsy McCoachbetsy, D. Educators' implicit theories of intelligence and beliefs about the identification of gifted students (2009) Universitas Psychologica, 8 (2), pp. 295-310. Cited 29 times. http://revistas.javeriana.edu.co/index.php/revPsycho/article/download/475/337Lacambra, A.M., Gracia, P.R., Aguilera, E. Proposal of teacher training to respond to the High Capacities, in the inclusive school (2019) Profesorado, 23 (1), pp. 265-284. Cited 12 times. https://recyt.fecyt.es/index.php/profesorado/article/view/71956/43417 doi: 10.30827/profesorado.v23i1.9154Olszewski-Kubilius, P., Corwith, S. Poverty, Academic Achievement, and Giftedness: A Literature Review (2018) Gifted Child Quarterly, 62 (1), pp. 37-55. Cited 66 times. http://gcq.sagepub.com/archive/ doi: 10.1177/0016986217738015Barbosa, C.P., Ceballos, E.C., Castellón, L.S. Identification of students with high skills in the District of Santa Marta, Colombia (2008) Universitas Psychologica, 7 (1), pp. 251-262. Cited 2 times. http://sparta.javeriana.edu.co/psicologia/publicaciones/descarga.php?id=237Pegnato, C. W., Birch, J. W. Locating gifted children in junior high schools: A comparison of methods (1959) Exceptional Children, 25 (7), pp. 300-304. Cited 107 times. https://doi.org/hmfgPeterson, J.S. Myth 17: Gifted and talented individuals do not have unique social and emotional needs (Open Access) (2009) Gifted Child Quarterly, 53 (4), pp. 280-282. Cited 81 times. doi: 10.1177/0016986209346946Powell, T., Siegle, D. Teacher bias in identifying gifted and talented students (2000) The National Research Center on the Gifted and Talented Newsletter, pp. 13-15. Cited 13 times. https://nrcgt.uconn.edu/newsletters/spring005/#Renzulli, J.S. What makes giftedness? reexamining a definition (2011) Phi Delta Kappan, 92 (8), pp. 81-88. Cited 87 times. http://www.kappanmagazine.org/content/92/8/81.full.pdf+html doi: 10.1177/003172171109200821Renzulli, J.S. The three-ring conception of giftedness: A developmental model for promoting creative productivity (Open Access) (2005) Conceptions of Giftedness: Second Edition, pp. 246-279. Cited 291 times. http://dx.doi.org/10.1017/CBO9780511610455 ISBN: 978-051161045-5; 052183841x; 978-052183841-2 doi: 10.1017/CBO9780511610455.015Rizza, M.G., Morrison, W.F. Uncovering stereotypes and identifying characteristics of gifted students and students with emotional/behavioral disabilities (Open Access) (2003) Roeper Review, 25 (2), pp. 73-77. Cited 22 times. doi: 10.1080/02783190309554202Robert, G., Kermarrec, S., Guignard, J.-H., Tordjman, S. Alert symptoms and related disorders in gifted children (2010) Archives de Pediatrie, 17 (9), pp. 1363-1367. Cited 6 times. doi: 10.1016/j.arcped.2010.05.019Rohrer, J.C. 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Cited 67 times. http://www.tandfonline.com/toc/uror20/current doi: 10.1080/02783193.2020.1815266Sternberg, R.J., Chowkase, A., Desmet, O., Karami, S., Landy, J., Lu, J. Beyond transformational giftedness (2021) Education Sciences, 11 (5), art. no. 192. Cited 32 times. https://www.mdpi.com/2227-7102/11/5/192/pdf doi: 10.3390/educsci11050192Tao, V.Y.K., Li, Y., Lam, K.H., Leung, C.W., Sun, C.I., Wu, A.M.S. From teachers’ implicit theories of intelligence to job stress: The mediating role of teachers’ causal attribution of students’ academic achievement (2021) Journal of Applied Social Psychology, 51 (5), pp. 522-533. Cited 7 times. http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1559-1816 doi: 10.1111/jasp.12754Tirri, K. Teacher Education Is the Key to Changing the Identification and Teaching of the Gifted (2017) Roeper Review, 39 (3), pp. 210-212. Cited 18 times. http://www.tandfonline.com/toc/uror20/current doi: 10.1080/02783193.2017.1318996Torrego, J., Monge, C., Muñoz, Y. Elementos de análisis para innovar la formación del profesorado en aprendizaje cooperativo y altas capacidades (2017) Innovando la docencia desde la formación del profesorado. Propuestas y realidades, pp. 297-318. Cited 3 times. En C. Monge, & P. Gómez (Eds), SíntesisTourón, J. Gifted students in the Spanish education system: Reflections on conceptualization and identification issues (2020) Revista de Investigacion Educativa, 38 (1), pp. 15-32. Cited 20 times. https://revistas.um.es/rie/article/view/396781/275221 doi: 10.6018/rie.396781Vreys, C., Ndungbogun, G.N., Kieboom, T., Venderickx, K. Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children (Open Access) (2018) High Ability Studies, 29 (1), pp. 3-22. 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