How Finland Serves Gifted and Talented Pupils

Tirri, Kirsi; Kuusisto, Elina

doi:10.1177/0162353212468066

Cited by 64 publications

(80 citation statements)

References 16 publications

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“…Education is free at all levels and the government's financial support of public-sector educational institutions is strong: the vast majority of schools are public schools. Since the 1970s, the main principle of Finnish education has been to maintain equality, which is manifested in taking care of the weakest students, such as children with learning difficulties (Tirri & Kuusisto, 2013; Uljens & Nyman, 2013). Another principle is that teaching methods should be chosen in a way that considers students' individual characteristics, needs and interests.…”

Section: Finnish Contextmentioning

confidence: 99%

The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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Implicit theories concerning the malleability of human qualities are known to have a powerful impact on motivation and learning, but their role in moral education is an under-researched topic. In this qualitative case study, we examined the impact of implicit theories on four Finnish teachers' practices of teaching morally and in teaching morality. The data include preliminary and stimulated recall interviews (STR) as well as classroom observations. Our results demonstrate the multiple ways in which teachers' implicit beliefs are communicated to students and influence teacher's interpretations and endeavors to educate the ethical capabilities of students. The study provides evidence for the claim that implicit theories are an important construct which has been missing from the moral education literature. Directions for future research are suggested.

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Section: Finnish Contextmentioning

confidence: 99%

The implications of teachers’ implicit theories for moral education: A case study from Finland

Rissanen

Kuusisto

Hanhimäki

et al. 2017

Journal of Moral Education

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“…In order to maintain societal equality, the emphasis has been on taking care of the weakest students, for example, those with learning difficulties [31]. However, equality in terms of acknowledging and providing equal learning opportunities for gifted students to develop their talents has been a neglected area in the Finnish school system [32,33].…”

Section: Context Of the Studymentioning

confidence: 99%

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Kuusisto

Laine

Tirri

2017

Education Research International

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This article examines how school children and adolescents ( = 607) perceive the nature of talent development. More particularly it is investigated whether students perceive intelligence and giftedness as developing or as inherent and how students' perspectives on talent development are related to their learning outcomes. Participants were students in elementary ( = 200), lower secondary ( = 256), and upper secondary school ( = 151). The results showed that students perceived the nature of intelligence as more malleable than giftedness. Along with this domain-specific variance, there were also age and gender related differences in students' perceptions. By examining the relation between implicit beliefs and students' academic achievements, it was found that growth-oriented views about intelligence, but fixed ideas about giftedness, indicated higher math grades. The results suggest that the relationship between implicit beliefs and academic outcomes might not be as straightforward as previous studies have suggested.

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“…Learners are not marked and this fact allows them to accelerate according to their individual abilities. According to Tirri (2013) there are however some scholars in Finland who acknowledge the importance of recognizing the social and affective needs of gifted learners. Special schools, programs and summer camps for gifted children, which promote academic and creative giftedness of learners, are being organized.…”

Section: Training Of Teachers For Gifted Students In Finlandmentioning

confidence: 99%

Teacher Training Programs for Gifted Education with Focus on Sustainability

Reid

Horváthová

2016

Journal of Teacher Education for Sustainability

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Scholars, psychologists, and teachers from around the world have been dealing with the topic of giftedness for many years. Also in Slovakia, development of giftedness is a highly topical issue and gifted education has earned its place in the current curricular documents issued by the Ministry of Education. The national curriculum specifies education objectives, teaching plans, requirements for personnel, organizational and materialtechnological requirements for gifted education. However, the personnel requirements are problematic not only in Slovakia, but also in other countries. Most attention is paid to identification and development of gifted children, but very little consideration is given to the training of teachers for gifted children. The lack of justifying teacher training does not guarantee sustainability of gifted education. The aim of this paper is to map and describe gifted education, teacher training programs and qualifications for teachers of intellectually gifted pupils in Slovakia, Austria, Belgium and Finland. These countries were chosen because of very different perceptions of the gifted education and teacher training. These systems are compared and a proposal for sustainable teacher training is offered.

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How Finland Serves Gifted and Talented Pupils

Cited by 64 publications

References 16 publications

The implications of teachers’ implicit theories for moral education: A case study from Finland

The implications of teachers’ implicit theories for moral education: A case study from Finland

How Do School Children and Adolescents Perceive the Nature of Talent Development? A Case Study from Finland

Teacher Training Programs for Gifted Education with Focus on Sustainability

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