Care of gifted and talented students in elementary schools

Iz recentne literature istraživanja malo je novijih podataka o stanju i potrebama o darovitim i talentiranim učenicima u hrvatskim školama. Stoga smo se oslanjali na istraživanje Vlahović-Štetić i Vojnović tijekom 2000./2001. školske godine te napravili novo istraživanje osnovnih škola u Republici Hrvatskoj među učiteljima i nastavnicima na 19 škola. U empirijskom dijelu ovog rada analizirali smo deskriptivne podatke tvrdnji na tri faktora Upitnika o stanju i potrebama rada s darovitim učenicima autorica Nikčević-Milković i sur. (2016, u objavi). Inferencijalnom statistikom nismo dobili statistički značajne razlike. Također su ispitane razlike među učiteljima i nastavnicima s obzirom na radni staž i godine obrazovanja. Učitelji i nastavnici smatraju da svojim radom mogu pridonijeti napretku i motivaciji darovitog učenika, ali im nedostaje dodatnih edukacija, seminara i potrebna im je veća podrška stručno-razvojne službe. Rezultati pokazuju kako su učitelji i nastavnici koji su imali trogodišnje obrazovanje – oni s više od 10 godina radnog staža – na studiju imali malo kolegija o darovitosti, dok se ovo stanje mijenja kod učitelja koji su imali petogodišnje obrazovanje.The latest research literature provides little recent information of the condition and needs of gifted and talented students in Croatian schools. Therefore we relied on the research by Vlahović-Štetić and Vojnović during the school year 2000./2001. as well as conducted a new research among teachers of 19 elementary schools in the Republic of Croatia. In the empirical part of this thesis we analysed the descriptive data of the statements based on three factors: A questionnaire of the condition and needs of work with talented students by the author; Nikčević-Milčević and the co-authors (2016, in press). Inferential statistics did not show statistically significant differences. Also, the differences among teachers were examined considering the years of employment and the length of education. Teachers believe they can personally contribute with their work to the improvement and motivation of a gifted student, but they lack additional training, seminars as well as more support of professional development services. The results show that teachers who completed a three-year education and those with more than 10 years of employment, had few study courses on giftedness, whereas the situation was different with the teachers who completed a five-year education