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Factors that promote / inhibit the teaching of gifted students in ordinary classes: results from the professional development program for Chemistry Teachers

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Document pages: 12 pages

Abstract: The purpose of this study is to better understand the factors that promote and hinder chemistry teachers from teaching gifted students in conventional chemistry classes. In addition, it provides evidence of how teachers view professional development courses dealing with gifted students in the mixed ability science classroom. A total of 84 photos of 14 chemistry teachers were collected. These teachers participated in the course on teaching gifted students in ordinary classes (41 promoting factors and 43 hindering factors). Teachers put forward factors related to chemistry education and general practice. Teachers were asked to "take a picture " (that is, a picture of an external object or person); They believe that most factors are internal factors, which are caused bydent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

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