Characterizing the gifted teacher: a literature review
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Date
2024
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Abstract
Teacher training and inclusion have been part of the political agenda at different levels. This article explores an incipient concept that, as a combination of those fields, aims to promote educational quality and equity: the gifted teacher. A literature review has been developed, searching a diversity of specialized sources both national and international, seeking to notice the presence of the notion of gifted teacher. This process has focused on determining common elements, successful experiences, and spaces for development and improvement. Thus, a specific selection of works has been done, considering key concepts and exclusion criteria, following the PRISMA declaration guidelines and using highly validated databases. The results show that a small group of documents approached the concept to be studied, confirming the absence of initiatives that involve teacher training and inclusion. In addition to this, the prevalence of central elements to be considered (standardized teacher evaluations, vocation, intelligence, teaching competencies, among others) has been highlighted. It is expected that this literature review allows progress in the characterization of the gifted teacher, in light of notions such as pedagogical talentand depending on contextual particularities
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Profesor talentoso, Talento pedagógico, Formación inicial docente, Inclusión, PRISMA, Profesor talentoso, Talento pedagógico, Formación inicial docente, Inclusión, Gifted teacher, Pedagogical talent, Teacher training, Inclusion, PRISMA