Eduvators and Teachers Opinions about Education of the Gifted Children and Students

Temeljni je cilj rada bio utvrditi neka obilježja mišljenja odgojitelja i nastavnika za odgojno-obrazovnu prilagodbu darovitoj djeci i učenicima. Sukladno specifičnim ciljevima, rad je imao 4 hipoteze. U istraživanju su sudjelovali odgojitelji i nastavnici privatnih i javnih predškolskih i osnovnoškolskih ustanova grada Rijeke. Istraživanju se sveukupno odazvalo 102 odgojitelja i 101 nastavnik. Za prikupljanje podataka koristila su se dva anketna upitnika za ispitivanje stavova prema darovitima i njihovom obrazovanju (Krijan, Jurčec, Borić, 2014) jedan namijenjen odgojiteljima a drugi nastavnicima. Faktorskom su analizom dobivene teorijsko objašnjive dimenzije, različite za skupinu odgojitelja i nastavnika, koje su se koristile u korelaciji s odgovorima ispitanika. Metode kojima su se hipoteze testirale su deskriptivna, korelacijska i diferencijalna. Prema rezultatima istraživanja odgojitelji posjeduju pretežno neutralne stavove prema darovitima; neutralno se izjašnjavaju po pitanju dodatnih poticaja za darovitu djecu i pružanju posebne podrške a negativno po pitanju izdvajanja djece u privilegirane skupine. Nastavnici posjeduju pozitivne stavove prema ulaganju u darovite, neutralne prema izdvajanju darovitih u posebne razrede razrede a negativne prema štetnosti odvajanja darovitih od tipičnih učenika i odbacivanju posebne podrške darovitim učenicima. Uočeno je kako postoji povezanost dobi i edukacije odgojitelja s njihovim stavovima o darovitima dok radni staž odgojitelja nije značajno povezan s njihovim stavovima. Pronađena je razlika u stavovima o darovitima s obzirom na podupiranje integracije i neformalno usavršavanje dok s obzirom na poznavanje zakonske regulative i iskustvo stručnog usavršavanja nije uočena značajna razlika u stavovima. Na uzorku nastavnika pronađena je značajna povezanost stavova o darovitima s obzirom na dob, radni staž i edukaciju na fakultetu dok spol nije značajno povezan. Pronađena je razlika u stavovima nastavnika prema darovitim učenicima s obzirom na podupiranje integracije i iskustvo neformalnog usavršavanja dok s obzirom na poznavanje zakonske regulative i iskustvo stručnog usavršavanja nije pronađena značajna razlika. Nije uočena povezanost dobi, radnog staža i edukacije odgojitelja i percepcije vlastite kompetentnosti za odgoj darovite djece dok je kod nastavnika uočena povezanost spola i radnog staža s percepcijom kompetentnosti za poučavanje darovitih učenika.The basic aim of this study was to determine some of the characteristics of educators and teachers opinions about education of the gifted children and students. In accordance with the specific aims of this paper, 4 hypothesis were formulated. Educators and teachers enrolled in public and private pre-schools and primary schools of the city of Rijeka participated in this research. Overall of 102 educators and 101 teachers responsed to the request for participation in the research. Two instruments were used to collect the data: Opinions About the Gifted and Their Education Questionare (Krijan, Jurčec, Boric, 2014) one designed for educators and the other for the teachers. Factor analysis was used to form teoretical dimensions, different for group of educators and teachers, which is used in correlation with the respondents' answers. In order to test the hypotheses, descriptive method, correlation method and differential method were used. According to the results, educators have mostly neutral opinions toward gifted children; neutral in terms of additional stimulus for gifted children and providing special support and negative towards separation of children in privileged groups. Teachers have positive attitudes toward investing in talented, neutral towards separation gifted in special classes and negative opinions towards separation gifted and typical students and rejecting special support for the gifted.The correlation was found between age and education in colledge of educators and their opinions about gifted children while years of teaching of educators is not significantly associated with their opinions. There is a difference in opinions about gifted regarding to the support of the inclusion and informal training while there was no significant difference of opinions regarding to knowledge of the legislation and experience of professional training. A significant correlation with opinion about gifted was found regarding to age, years of teaching and education in college while sex was not significantly associated. There is a difference of teachers opinion regarding to the support of the inclusion and non-formal training experience while there is no significant difference regarding to the knowledge of the legislation and experience of professional training. There was no correlation between age, work experience and training of educators and perceptions of their competence for the education of gifted children while teachers perception of competence for teaching gifted students were associated with sex and years of teaching