Abstract
In this chapter, we analyse and discuss views on talent development among school teachers from different public schools in the local municipal context. The empirical data include interviews with public school teachers who teach regular classes, that is, not talent classes, and who recommended the students for the talent classes. Thus, we aim to bring into the analysis the point from which they see the talent activities and how they become comprehensible and justified to the teachers (Bourdieu 1999, p. 615). We outline the substance in both their supportive and sceptical opinions of the talent classes, on what experiences this is based, and how this has led the teachers to very different views on the talent project. The teachers often refer to debates in local media and to their students’ experiences. Finally, we discuss the discourses of public school teachers with those on talent development expressed in policy proposals on talent at the national level.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bendixen, C. (2006). Test og undervisningsdifferentiering. KvaN, 75(26), 31–42.
Bendixen, C. (2009). Intelligensbegrebet og intelligenstestning i folkeskolen. In C. Bendixen & S. Kreiner (Eds.), Test i folkeskolen (pp. 197–229). København: Hans Reitzels Forlag.
Bernstein, B. B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Rev. ed.). I Critical perspectives series (Rev. ed.). Lanham: Row man & Littlefield Publishers.
Bourdieu, P. (1999). Understanding. In P. Bourdieu et al. (Eds.), The weight of the world: Social suffering in contemporary society (pp. 607–626). Cambridge: Polity Press.
Broady, D. (1987). Den dolda läroplanen. Stockholm: Samhällsvetenskabeligt Bibliotek.
Callahan, C. M., & Hiatt, E. L. (1998). Assessing and nurturing talent in a diverse culture: What do we do, what should we do, what can we do? In R. C. Friedman & K. B. Rogers (Eds.), Talent in context: Historical and social perspectives on giftedness (pp. 3–15). Washington, DC: American Psychological Association.
Carlgren, I. & Marton, F. (2002). Fremtidens lærere. Copenhagen: Gyldendal Uddannelse.
Casey, R., & Koshy, V. (2006). Submerged talent in inner cities: Inclusion by intervention. In C. Smith (Ed.), Including the gifted and talented: Making inclusion work for more gifted and able learners (pp. 87–101). London/New York: Routledge.
EVA. (2004). Undervisningsdifferentiering i folkeskolen. København: Danmarks Evalueringsinstitut.
Eyre, D., & McClure, L. (2012). Curriculum provision for the gifted and talented in the public school: English, math, science, ICT. Retrieved from http://www.123library.org/book_details/?id=72684
Feldhusen, J. F. (1998). A conception of talent and talent development. In R. C. Friedman & K. B. Rogers (Red.), Talent in context: Historical and social perspectives on giftedness. (s. 193–209). Washington: American Psychological Association. https://doi.org/10.1037/10297-010.
Gross, M. (2006). To group or not to group: Is that the question? In C. Smith (Ed.), Including the gifted and talented: Making inclusion work for more gifted and able learners (pp. 119–137). London/New York: Routledge.
Hansen, M., Thomsen, P., & Varming, O. (2005). Psykologisk-pædagogisk Ordbog. København: Danmarks Pædagogiske Institut.
Hermann, S. (2007). Magt og oplysning: Folkeskolen 1950–2006. København: Unge Pædagoger.
Hermann, S. (2010). Genmyndiggørelse af læreren. Dansk Pædagogisk Tidsskrift, 1, 56–59.
Ministry of Education (2011, April). Talentudvikling. Evaluering og strategi. Talentrapport af arbejdsgruppen til talentudvikling i uddannelsessystemet.
Nielsen, V. O. (2006b). Undervisningsdifferentiering i skolehistorisk og samfundsmæssigt perspektiv. KvaN 75, 26. årgang, august 2006.
NIRAS. (2010). Talentindsatser i Danmark. Copenhagen: Ministry of Education.
Porter, T. H. (2018). Politics by the numbers. In S. Lindblad, D. Pettersson, & T. S. Popkewitz (Eds.), Education by the numbers and the making of society: The expertise of international assessments (pp. 23–34). New York: Routledge.
Pyrut, M. C., & Bosetti, B. L. (2006). Accomodating gited learners in regular classrooms. Promises and pittfalls. In C. Smith (Ed.), Including the gifted and talented: Making inclusion work for more gifted and able learners (pp. 119–137). London/New York: Routledge.
Rasmussen, A., & Friche, N. (2011). Roles of assessment in secondary education: Participant perspectives. Educational Assessment, Evaluation and Accountability, 23(2), 113–129. https://doi.org/10.1007/s11092-010-9113-z.
Weber, K. (2010). Fri os fra fagligheden. Dansk Pædagogisk Tidsskrift, 2010(1), 27–37.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Rasmussen, A., Ydesen, C. (2019). Policy Perceptions of Talent Activities Among Local Teachers. In: Cultivating Excellence in Education. Educational Governance Research, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-030-33354-6_7
Download citation
DOI: https://doi.org/10.1007/978-3-030-33354-6_7
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-33353-9
Online ISBN: 978-3-030-33354-6
eBook Packages: EducationEducation (R0)