Priprema budućih nastavnika za odgojno-obrazovni rad s nadarenim učenicima

Abstract

Teacher education for working with gifted students is one of the most important elements necessary to meet the cognitive, affective and psychomotor needs of students. Quality and effective initial education makes teachers more expert both in the recognition and identification segment, as well as in direct work with gifted students. However, it has not been sufficiently investigated whether preparatory programs provide future teachers with sufficient professional knowledge about discovering and identifying giftedness, planning and programming educational processes and content, creating a stimulating environment for learning and participation, and the need for continuous professional development. A qualitative research approach was used to investigate whether the study programs of classroom teaching at the faculties of Bihać, Tuzla, Zenica, Mostar and Sarajevo universities adequately prepare future teachers for working with gifted students. The results of the content analysis show that the representation of subjects and topics from the field of educational work with gifted students is insufficient for the development of the expertise of future classroom teachers. The paper also presents standards, based on recent scientific knowledge, which can be very useful when (re)designing the curriculum of initial teacher education.