Tales from within: Gifted students’ lived experiences with teaching practices in regular classrooms

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dc.coverageDOI: 10.3390/educsci10050137
dc.creatorGomez-Arizaga, Maria P.
dc.creatorValdivia-Lefort, Marieta
dc.creatorCastillo-Hermosilla, Hernan
dc.creatorHébert, Thomas P.
dc.creatorConejeros-Solar, Maria Leonor
dc.date2020
dc.date.accessioned2025-11-18T19:40:36Z
dc.date.available2025-11-18T19:40:36Z
dc.description<p>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.</p>eng
dc.descriptionGifted 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.spa
dc.identifierhttps://investigadores.uandes.cl/en/publications/67200452-02c7-4275-aeb7-22faafd6095a
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/51380
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.10 (2020) nr.5
dc.subjectClassroom teachers
dc.subjectGifted students
dc.subjectLived experiences
dc.subjectQualitative research
dc.subjectRegular classroom
dc.subjectTeachers of the gifted
dc.titleTales from within: Gifted students’ lived experiences with teaching practices in regular classroomseng
dc.typeArticleeng
dc.typeArtículospa
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