Presentación del taller presentado por la Dra. Mojca Juriševič en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Juriševič's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017

1. TEACHING AND LEARNING GIFTED EDUCATION AT THE
UNIVERSITY LEVEL:
Selected conceptualisation and implementation issues
Mojca Juriševič
Centre for Research and Promotion of Giftedness
University of Ljubljana Faculty of Education
Psychology at the PUCP aligned with world psychology
Psicología en la PUCP en sintonía con la psicología mundial
100th
PUCP Anniversary celebrations: Best practices in college teaching
26th
- 27th
April 2017, Lima
University of Ljubljana
Faculty of Education

2. Slovenia?
Area: 20,273 km2
Population (2015): 2,063,077
Government: parliamentary republic
Primary Ed (2015/16): 170.067 students -
mainstream (777 primary schools) + 1.946
students – special programmes (57
schools).
Secondary Ed (2015/16): 73,652 students
(182 schools)
Average clasroom: 19 students
Teacher Ed: ISCED 7

3. https://www.youtube.com/playlist?list=PLpXqOJBPuT-nY6S7KpbvfWTU0iwHZzITm

4. University of Ljubljana
 established in 1919
 26 faculties & academies
 50.00 students
 6000 staff members

5. Faculty of Education UL
 founded in 1947 (1987; 1991)
 2.400 students, 170 A&A staff
 educates teachers and other
experts in education on
3 Bologna levels – 1st, 2nd, 3rd:
– preschool teachers
– primary school teachers
– subject teachers
– fine arts teachers
– social pedagogues
– special & rehabilitation pedagogues
– speech & language therapists

6. Faculty of Education UL
 Institute for Science and Arts
 Centre for Educational Policies
 Centre for Discrete
Mathematics
 Centre for Science Education
 Centre for Research and
Promotion of Giftedness
https://www.pef.uni-lj.si/

7. WHY & HOW GE in HE?
•conceptualisation of the theoretical, empirical, & contextual
framework
•Case study „UL PEF CRSN“
•discussion & conclusions
Overview

8. Teaching and learning gifted education
at the university level?
• What do we already know? ¿Qué es lo que ya sabemos?
• What are our experiences? ¿Cuáles son nuestras experiencias?
5‘‘

9. Teaching and learning GE at the university level – SOME FACTS
• Different HE practices and experiences worldwide.
• Identified need for appropriate educational opportunities that
matches gifted students learning needs & allows to cultivate
their full potential at all levels of education.
• Detected discrepancies between the education of gifted
students at teritary level & the education of student teachers in
GE.
• Identified weak (student) teachers competencies and programs
for GE in HE to develop appropriate attitudes, knowledge and
skills of teachers to meet the specific learning and
developmental needs of gifted students, and to access the
resources in GE.
• Competencies of teacher educators / practice in GE?

10. Teaching and learning gifted education
at the university level?
• What do we already do? ¿Qué es lo que ya hacemos?
• What are our experiences? ¿Cuáles son nuestras experiencias?
5‘‘

11. HE & GE
• Development of giftedness in students, e.g., honors programs
for gifted tudents, mentoring gifted students, contests,
conferences
• Teacher education for GE
– raising awarness, knowledge and skills
– developing attitudes
– promoting research-based practice
• Promotion of eminence & advocacy in GE (educational policies)

12. Personal digression 

13. Teaching and learning gifted education
at the university level?
• How do we do it? ¿Cómo lo hacemos?
• What are our experiences? ¿Cuáles son nuestras experiencias?
5‘‘

14. Teaching and learning gifted education
at the university level?
How we – Faculty of Education University of
Ljubljana – have done it so far?
Whole-faculty approach, raising educational capital (Ziegler,
2012) with developing the influence through networking on
three levels:
- Internal
- National
- International
There is no point in mandatory or optional study modules /
programs unless it becomes the vision of the context.

15. CRSN was established in 2010/2011 as an integral part of the
University of Ljubljana, Faculty of Education.

16. nationa
l
international
internal
development of the CRSN

17. I internalHOW?
-Sensibilisation / awareness
-Visiting colleagues, conferences
-Concrete goals:
- Empowering the integrative approach in
mandatory modules
- Pre-service TE – optional modules
- In-service TE - seminars & workshops
- Involvement of highly motivated students
- Empowering school psychologists for
supporting teachers in GE
- Research
-Publications
-Professional meetings
-„Coffee breaks“
The aims were set on the basis of the national research findings
on gifted education in Slovenia (Juriševič et al., 2012).

18. II national
HOW?
- conferences & public lectures for teachers and other professionals
in preschool, elementary and secondary schools
- conferences for psychologists who work with teachers and other
professionals in preschool, elementary and secondary schools
- variety of activities to advocate the need for quality in GE and
promote different initiatives in life of the gifted students

20. sharing in GE GE learning
communitiy
partnership & networks in GE
dynamics of ongoing activities on national level

21. III International level
ETSN = European Talent Centre (July 2015)

23. Conclusions?
STRENGTHS
WEAKNESSES
THREATS
POSSIBILITIES
visionQA in HE
political support
educational system
ignorance
policy
research
education
links
funding

24. Eurydice, 2006: Specific educational measures to promote
all forms of giftedness at school in Europe (p. 20)

25. Eurydice, 2006: Specific educational measures to promote
all forms of giftedness at school in Europe (p. 20)

26. Eurydice, 2006: Specific educational measures to promote
all forms of giftedness at school in Europe (p. 23)

27. • Monks, F.J. & Pfluger, R. (2005) Gifted
Education in 21 European Countries:
Inventory and Perspective.
Important insights for TE!!!

28. …In conclusion, teacher education concerning gifted learners is
mostly optional and provided within in-service teacher
education. Specifically, it is mostly provided as an integrated
approach to diversity (in 8 countries) or as a separate subject (in
6 countries). When it is mandatory (in 5 countries) it is mostly
provided as an integrated approach to diversity within initial
teacher training… (p. 21)
…Finally, a key issue to meet the needs of pupils identified as
being gifted is to develop teacher education so that all teachers
may be able to address diversity in their classrooms… (p. 24).
European Agency for Development in Special Needs Education
(EADSNE), 2009:
Gifted learners: A survey of educational policy and provision

29. Integrative model of TE at UL PEF?
Prior to Bologna reform in 2003/04
Undergraduate level – integrative model – in the framework of
basic education and special didactic modules and teaching
practice
•CONTENTS:
a) Theoretical aspects of giftedness, curricular theories
b) Psychological characteristics of gifted students
c) Didactic approaches / methodology of teaching – models,
procedures, methods in teaching
d) Learning environment – classroom climate, values,
challenges, organisation of the learning space, ICT…
Postgraduate – optional module „Teaching gifted students“

30.  Knowledge and understanding of developmental characteristics,
differences, and individual needs.
 The use of special educational knowledge for teaching students with
special needs.
 Organisation of active and autonomous learning, teaching students
learning how to effectively learn (learning strategies).
 Communication with professionals from different educational
domains.
 Collaboration with parents.
 The provision of the holistic evaluation od individual or the group,
theirs strengths and weaknesses, having in mind different contextual
factors, e. g. physical, social, cultural with appropriate procedure
and instruments.
Bologna reform – pre-service teacher education / competences
from all three levels – mandatory and optional modules
(2003/2004 and onwards): 6 from 28

31. Bologna reform – pre-service teacher education: optional
modules from 2013/14 onwards
INDIVIDUAL INTRACTIONAL RESEARCH-BASED

32. TOP 20?
http://www.apa.org/
ed/schools/teaching-
learning/top-twenty-
principles.aspx