WAYS TO ENGAGE EXPERT ASSOCIATES - PEDAGOGUES IN EDUCATIONAL WORK WITH GIFTED STUDENTS

Abstract

Giftedness is among the most complex pedagogical phenomena of today. Its complexity arises from the multidimensional nature of the potentials it develops from, as well as its inherent resistance to uniformity. Consequently, working with gifted children remains one of the most challenging aspects of modern educational practice. Effectively addressing this process requires the active involvement of all educational stakeholders, along with strong collaboration and cooperation among them. Consequently, a study was conducted to examine teachers’ perspectives on the most common methods of involving expert associates—pedagogues—as well as the nature of their collaboration when working with this student population. The study included 107 teachers who had experience working with gifted children over the past ten years. The findings indicate that teachers highly value the role of pedagogues in identifying and nurturing giftedness, emphasizing the significance of their instructional and advisory work, as well as the support and assistance they provide in working with gifted students. Furthermore, the research highlights that key forms of pedagogues’ engagement include teamwork and the establishment of professional teams at the school level, as well as collaboration with artistic, cultural, scientific, and sports organizations, along with representatives and institutions from the local community. Based on the research findings, the key pedagogical implications emphasize the need for a more structured and ongoing professional development of all educational stakeholders in the field of gifted education. Additionally, the results point to the importance of strengthening both horizontal and vertical integration, fostering networking, collaboration, and cooperative engagement among all participants in the educational process.