A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM

Krischler, Mireille; Mack, Elena; Gnas, Jessica; Breit, Moritz; Matthes, Julia; Preckel, Franzis

doi:10.1080/15332276.2021.1961329

Reference : A research-practice cooperation to support elementary school teachers’ diagnostic com...


	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/47863

Title :	A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
Language :	English
Author, co-author :	Krischler, Mireille [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) >]
	Mack, Elena []
	Gnas, Jessica []
	Breit, Moritz []
	Matthes, Julia []
	Preckel, Franzis []
Publication date :	22-Aug-2021
Journal title :	Gifted and Talented International
Publisher :	Taylor and Francis
Peer reviewed :	Yes (verified by ORBi^lu)
Audience :	International
ISSN :	1533-2276
Country :	PA
Keywords :	[en] Talent development ; mathematics ; science
Abstract :	[en] We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is fostered through the teachers’ personal involvement in the development of subjectspecific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers’ diagnostic competencies as well as talent discovery and promotion in order to foster students’ development of creative productivity in STEM fields.
Permalink :	http://hdl.handle.net/10993/47863
DOI :	10.1080/15332276.2021.1961329

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