Abstract

CABRERA-MURCIA, Elsa Piedad  and  UDAQUIOLA, Cecilia. What do Teachers Think about Children Academically Talented? An Approach to Middle School Teachers Conceptions in Chile. Univ. Psychol. [online]. 2016, vol.15, n.2, pp.121-134. ISSN 1657-9267.  https://doi.org/10.11144/Javeriana.upsy15-2.ppnt.

This article describes the conceptions of thirteen teachers of Middle School about talented students and their education in three different schools of the Metropolitan Region of Chile. A qualitative methodology framed in the principles of Grounded Theory was used, and data was collected from the application of dilemmas and semi-structured interviews. The results show the cognitive, social and emotional development as distinctive trade in talent students, the origin of talent as a determining factor, graduation talent as a differentiating factor, enriched environments as factors that promote talent, and the recognition of an educational system that homogenize the education and doesn't recognize the differences. The relational analysis highlights the recognition of children with academic talent in the classroom, the teacher's role in the development and enhancement of academic talent and education as an opportunity for social mobility as three phenomena that evidence a contemporary talent academic design. In conclusion, reinforces are needed to consider non-traditional conceptions and the possibility to generate training instances in which the education of talent children, is the responsibility of all teachers. It also noted how the limitations of this study provide openness to new lines of research.

Keywords : talented students; teachers conceptions; origin of talent; factors that promote talent; qualitative methodology.

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