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4.4.8 Giftedness and Gifted Education: Teachers’ Conception and Practice in the Indonesian Context
This study aims to examine teachers’ conceptions of giftedness and gifted education programs in Indonesia. 206 Indonesian teachers were surveyed, and eight teachers were interviewed and observed using a sequential mixed methods design. The study found that Indonesian teachers conceived giftedness as innate potential that is likely to be developed and should be identified by multiple assessments. The teachers believed that a gifted individual has a high level of cognitive, creative, and social abilities and a moderate level of motivation. Current gifted educational programs found were acceleration, a credit semester system, and what is known as “a class of excellence.”
Author(s):
Chairati Saleh
chairati.saleh@monash.edu
Monash University
Australia
Chairati Saleh is a Ph.D. student in the Faculty of Education, Monash University. Her doctoral thesis is about gifted education in Indonesia. She teaches the unit of gifted education and curriculum development in the undergraduate program and supervises bachelor students in the Faculty of Islamic Education, the State Islamic University of Sunan Ampel, Surabaya, Indonesia.
Leonie Kronborg
leonie.kronborg@monash.edu
Monash University
Australia
Leonie Kronborg, Ph.D. is a Senior Lecturer/Co-ordinator of Postgraduate Studies in Gifted Education in the Faculty of Education, Monash University, Victoria. Additionally, she teaches in the Master of Education (gifted education) program and supervises Masters and PhD students who are interested in researching giftedness, education of the gifted, talent development, and teacher attitudes and effective teaching strategies. She was an elected Executive Member of the World Council for Gifted and Talented Children, 2009-2013, re-elected 2013-2017, and is a past president of the Australian Association for the Education of the Gifted and Talented.
