How an expert gifted program teacher's conception of perfectionism influences and reflects on gifted perfectionist student behaviours
Date
2012
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Abstract
A qualitative exploratory case study was designed to gain insight into the nature and essence of an expert gifted program teacher's conception of perfectionism and reflective practice, and its influence on gifted (high ability) student perfectionist behaviour. One expert teacher and five grade 12 students were observed and interviewed. The expert teacher's ideas about perfectionism and learning environment were examined, using Collin's (2005) Cognitive Apprenticeship model (similar to traditional, but rather, cognitive training) and Abstract Replay method (reflection on audio-video-recorded classroom observations). As the complex dynamic unfolded among participant actions and interactions, while examining perfectionism, the findings were compared to the relevant literature concerning conceptions of perfectionism and perfectionist behaviour. No previous research explored this topic and the results far surpassed researcher predictions concerning perfectionism and anxiety among students in a congregated gifted program setting. Three problems/issues/gaps were found in the field. The first was a dissonance regarding a predominantly negative conception of perfectionism, based on mostly clinical examinations of adults. Second, perfectionism is often heightened in gifted students and their needs - often underserved and/or neglected (Adelson, 2007; Piechowski, 2006; Siegle & Schuler, 2000). Third, gifted students are typically capable of perfect/excellent performances in strength area/s, however, without the required expertise - can become frustrated, at best. The results are consistent with Durkheim's (1983) theory of knowledge, Argyris and Schon's (1974) theory in use, reflection-in-action and on-action, and Hamachek's multi-dimensional construct of perfectionism - with behaviours and outcomes from healthy to unhealthy. The results revealed the following proposition. To thrive, some gifted students need an ideal/effective learning environment or congregated gifted program, like the expert teacher's examined in this study. The expert teacher participant understands and anticipates healthy and unhealthy perfectionism, models and enhances healthy and prevents or diminishes unhealthy perfectionist behaviour and outcomes.
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Bibliography: p. 226-236
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
Includes copy of ethics approval. Original copy with original Partial Copyright Licence.
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Citation
Diteljan, B. K. (2012). How an expert gifted program teacher's conception of perfectionism influences and reflects on gifted perfectionist student behaviours (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/4986