摘要：This article examines conceptions of giftedness and their influence on pedagogical practices. It aims to identify the conceptions of giftedness hidden in metaphorical terms stated by primary school and multi-year g ymnasium teachers. Using metaphor analysis,we identified 20 thematic codes,which were sorted into respective conceptions of giftedness. The survey involved 432 teachers and resulted in 521 codes. We determined that nearly half of the metaphors described gifted pupils as highly efficient and endowed with brilliant characteristics (performance conceptions). About one third of the teachers were aware of the problems that gifted students face in the social area and the difficulty that accompanies pedagogical work with gifted pupils (socio-cultural conceptions). A smaller proportion of the teachers held conservative or liberal conceptions and did not agree with the integration of gifted students. We even registered negative attitudes towards giftedness among these teachers. The study further divides the conceptions into modern conceptions,which we consider to be developmental, and traditional ones,which develop talents only to a limited extent. The study shows that there is a strong preference for the traditional concepts.
其他摘要：Článek se zabývá koncepcemi nadání a jejich vlivem na pedagogickou praxi. Cílem výzkumu je identifikovat koncepce nadání,které jsou ukryty v metaforických pojmech,jež deklarují učitelé základních škol a příslušných ročníků víceletých g ymnázií. Pomocí ana
关键词：gifted student;conceptions of giftedness;teachers’ attitudes towards giftedness;metaphor analysis;qualitative research
其他关键词：nadaný žák;koncepce nadání;postoje učitelů k nadání;analýza metafor;kvalitativní výzkum
