The role of teachers in the timely detection of gifted students

Unatoč brojnim spoznajama na ovom području, darovitost je i danas još uvijek široki pojam. Ono što darovitu djecu čini posebnima je želja, volja, strast i predanost za ono područje koje ga zanima i želi napredovati. Prema takvoj djeci, u nama se pobuđuje duboko poštovanje, strahopoštovanje, ali s druge strane javlja se plašljivost i zavist. Darovita djeca suočavaju se s brojnim preprekama u životu kao što su okolina, odgojno-obrazovni sustav pa čak i roditelji. Upravo je podrška najbitniji čimbenik u razvoju njihova potencijala i darovitosti. Uloga odgojno-obrazovnog sustava je od velike važnosti prilikom identifikacije darovite djece. U našem odgojno-obrazovnom sustavu određena je briga o darovitima koja vrijedi dugi niz godina. Postoje različiti okviri koji su predloženi, ali nisu usvojeni, a tiču se darovite djece. Kada se teorija mora provesti u praksu, nailazi se na brojne brige i često ne zadovoljava potrebe darovitih učenika. Kako očekivati od darovitog djeteta napredak i postizanje rezultata ako se Pravilnik o osnovnoškolskom odgoju i obrazovanju darovitih učenika (Narodne novine, broj 59/1990) nije mijenjao od prošloga stoljeća? Učitelji imaju jednu od važnih uloga i unatoč neuređenosti u odgojno-obrazovnom sustavu mogu potaknuti zainteresiranost i kreativnost kod darovite djece. Tema ovog diplomskog rada koji je ujedno i istraživački, odnosi se na ulogu učitelja u pravovremenom identificiranju darovitih učenika. Definiraju se različite teorije darovitosti, uloga darovitih učenika u odgojno-obrazovnom sustavu nekih država, instrumenti u otkrivanju darovitosti i čimbenici koji utječu na učenikovu darovitost. Drugi dio sastoji se od istraživačkog rada u kojemu se ispituje uloga učitelja u identifikaciji darovitih učenika. Cilj ispitivanja je bio u radu učitelja s darovitim učenicima ispitati interese, poznavanje procesa identifikacije, suradnju sa stručnim suradnicima i roditeljima, kao i ispitati metode i aktivnosti koje provode s darovitim učenicima.Despite numerous lessons in this area, giftedness is still a broad concept today. What makes gifted children special is the desire, will, passion and commitment for the area that interests him and wants to thrive. According to such children, admiration and awe are aroused in us, but on the other hand there is fear and envy. Gifted children face many obstacles in their lives such as the environment, the education system and even parents. Support is the most important factor in developing their potential and talent. The role of the educational system is of great importance in identifying gifted children. In our educational system, care for the gifted has been determined and has been valid for many years. There are various frameworks that have been proposed but not adopted concerning gifted children. When theory has to be put into practice, it has many concerns and often does not meet the needs of gifted students. How can we expect a gifted child to progress and achieve results if the Ordinance on the primary education of gifted students has not changed since the last century? Teachers have an important role to play, and despite being disordered in the educational system, can stimulate interest and creativity in gifted children. The topic of this diploma thesis, which is also research, relates to the role of teachers in the timely identification of gifted students. Various theories of giftedness, the role of gifted students in education system of some states, instruments in detecting giftedness, and factors that influence student giftedness are defined. The second part consists of a research paper examining teacher assessment in identifying gifted students. The aim of the study was to examine the interests, knowledge of the identification process, cooperation with professional associates and parents, as well as to examine the methods and activities they carry out with gifted students in the work of teachers with gifted students