Have a personal or library account? Click to login

Teacher Training Programs for Gifted Education with Focus on Sustainability

Open Access
|Dec 2016

References

  1. Bírová, J. (2013). About theoretical definitions of pluralistic and pluricultural approaches. XLinguae, 6 (2), 91–103.
  2. D’Hondt, C. (2012). Belgium. World Gifted Newsletter. 31 (2), 5. Retrieved from http://www.world-gifted.org/sites/default/files/WG122012.pdf
  3. Dočkal, V. (2005). Zaměreěno na talenty, aneb, Nadání má každý. Praha: Nakladatelství Lidové noviny.
  4. Duchovičová, J. & Babulicová, Z. (2010). Possibilities for education of gifted pupils in integrated conditions as a way towards educational inclusion. In: Teacher training and development – scientific approach to didactics and method of teaching. Užice: University of Kragujevac.
  5. Flores, M.A., Santos, P., Fernandes, S., Pereira, D. (2014). Pre-service teachers’ views of their training: Key issues to sustain quality teacher education. Journal of Teacher Education for Sustainability, 16(2), 39–53.10.2478/jtes-2014-0010
  6. Gadušová Z., Hašková A., Malá E., Munková D. (2013) Technology of education: Terminology in use. Praha: Verbum.
  7. Gedzune, G. (2015). Awakening pre-service teachers to childrenis social exclusion in the classroom. Discourse and Communication for Sustainable Education, 6(1), 95–109.10.1515/dcse-2015-0007
  8. Hanesová, D. (2015). Searching of ways of effective plurilingual teacher trainees preparation. Slavonic pedagogical studies journal: the scientific educational journal, 4(2), 220–240.10.18355/PG.2015.4.2.220-240
  9. Iliško, D. (2007). Teachers as agents of societal change. Journal of Teacher Education for Sustainability, 7, 14–26.10.2478/v10099-009-0002-9
  10. Iliško, D., Skrinda, A., Mičule, I. (2014). Envisioning the future: Bachelor’s and master’s degree students’ perspectives. Journal of Teacher Education for Sustainability, 16(2), 88–102.10.2478/jtes-2014-0013
  11. Kabadayi, A. (2016). A suggested in-service training model based on Turkish preschool teachers’ conceptions for sustainable development. Journal of Teacher Education for Sustainability, 18(1), 5–15.10.1515/jtes-2016-0001
  12. Kieboom, T. (2005). Country specific information – Belgium. In: Monks, F.J., Pfluger, R. (ed.) Gifted education in 21 European countries: Inventory and perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf
  13. Klímová, B. (2015). Assessment in smart learning environment – a case study approach. Smart Innovation, Systems and Technologies, 41. Springer.
  14. Kováčiková. E. (2015). Teaching English to learners with specific learnging needs. Teaching foreign languages to learners with special educational needs in Slovakia. 29–38.10.17846/SEN.2015.29-38
  15. Kumps, L. (2008). Effective advocacy for the gifted in Belgium. Understanding Our Gifted, 20(4), 8–12.
  16. Lalinska, M. (2012). Posudenie cudzojazycnej kompetencie ziakov na vystupe z 1. stupna ZS v SR. XLinguae Journal, 5(4), 70–83.
  17. Mönks, F.J. & Pfluger, R. (2005). Gifted Education in 21 European Countries: Inventory and Perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf
  18. OECD. (2014). PISA 2012 Results. Retrieved from http://www.oecd.org/pisa/keyfindings/pisa-2012-results.htm
  19. OEZBF. (2014). Professional Training of Teachers / Educators and Curriculum Development. The Austrian Research and Support Centre for the Gifted and Talented. Retrieved from http://www.oezbf.at/cms/index.php/professional-training-292.html
  20. Oswald, F. et al. (2005). Country specific information – Austria. In: Monks, F.J. & Pfluger, R. (ed.) Gifted education in 21 European countries: Inventory and perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf
  21. Páleník, L’. (2011). Edukácia intelektovo nadaných detí v základnej škole. Projekt programu špecializačného vzdelávania. Výskumný ústav detskej psychológie a patopsychológie. Retrieved from http://www.vudpap.sk/sk/kontinualne-vzdelavanie/.
  22. Pipere, A., Veisson, M., Salite, I. (2015). Developing research in teacher education for sustainability: Un DESD via the journal of teacher education for sustainability. Journal of Teacher Education for Sustainability. 17 (2), 5–43.10.1515/jtes-2015-0009
  23. Porubská, G. (1997). Príprava učitel’ov pre prácu s nadanými žiakmi. In: Premeny výchovy v škole a rodine. Nitra: UKF.
  24. Reid, E. (2014). Challenges of teaching English to gifted children. Hradec Králové Journal of Anglophone Studies, 2(1), 104–113.
  25. Reid, E., Boettger, H. (2015). Gifted education in various countries of Europe. Slavonic Pedagogical Studies Journal: The Scientific Educational Journal, 4(2), 158–171.10.18355/PG.2015.4.2.158-171
  26. Redman, E. (2013). Opportunities and challenges for integrating sustainability education into k-12 Schools: Case study phoenix, AZ. Journal of Teacher Education for Sustainability, 15(2), 5–24.10.2478/jtes-2013-0008
  27. Soobik, M. (2014). Teaching methods influencing the sustainability of the teaching process in technology education in general education schools. Journal of Teacher Education for Sustainability, 16(1), 89–101.10.2478/jtes-2014-0005
  28. Sterling, S. (2008). Sustainable education – towards a deep learning response to unsustainability. Policy & Practice. A Development Education Review, 6, Spring 2008, p. 63–68. Retrieved from http://www.developmenteducationreview.com/issue6-perspectives1
  29. Tirri, K. (2005). Country specific information – Finland. In: Monks, F.J. & Pfluger, R. (ed.) Gifted Education in 21 European Countries: Inventory and Perspective. Radboud University Nijmengen. Retrieved from https://www.bmbf.de/pub/gifted_education_21_eu_countries.pdf
  30. Tirri, K. & Kuusisto, E. (2013). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36(1), 84–96.10.1177/0162353212468066
  31. Van Tassel-Baska, J. (2013). The world of cross-cultural research: Insight for gifted education. Journal for the Education of the Gifted, 36(1), 6–18.10.1177/0162353212471451
  32. VÚDPaP – Výskumný ústav detskej psychológie a patopsychológie. (2008). Vzdelávací program pre 1. stupeň základnej školy pre žiakov so všeobecným intelektovým nadaním. Retrieved from http://www.vudpap.sk/sub/vudpap.sk/images/ISCED/isced_1.pdf
  33. Weilguny, W. et al. (2011). White Paper Promoting Talent and Excellence. Austrian Research and Support Center for the Gifted and Talented.
  34. Ziegler, A., Stoeger, H., Harder, B. & Balestrini, D.P. (2013). Gifted education in german-speaking Europe. Journal for the Education of the Gifted, 36(3), 384.10.1177/0162353213492247
  35. Veselá, K. (2010). Role of creative writing in foreign language. Foreign language teaching and gifted and talented pupil. Brno. Masarykova univerzita, 184–194.
  36. Zygmunt, T. (2016). Language education for sustainable development. Discourse and Communication for Sustainable Education, 7(1), 112–124.10.1515/dcse-2016-0008
DOI: https://doi.org/10.1515/jtes-2016-0015 | Journal eISSN: 1691-5534 | Journal ISSN: 1691-4147
Language: English
Page range: 66 - 74
Published on: Dec 30, 2016
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services
Publication frequency: 2 times per year

© 2016 Eva Reid, Božena Horváthová, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.