Resumen de Formación docente en altas capacidades intelectuales: un estudio basado en grupos focales

María L. Merchán Gavilánez, Virginia González Santamaría

• Teacher training in high intellectual abilities (ACI) is very limited, causing ignorance of their specific needs, underestimation of potential, standardised curriculum, demotivation and lack of emotional support. The objective was to analyse the training needs of teachers for pedagogical support to students with high abilities. The research approach was qualitative with quantitative scope, exploratory and descriptive. Non-probabilistic decisional sampling was applied. The data were analysed through parametric contrast tests, independent samples T. In addition, the descriptive and comparative analysis of the different focus groups was carried out. Data processing was carried out with QDA Miner and JASP software. The focus group technique was used in which questions related to the need for high-capacity teacher training were discussed, and the application of an ACI perception inventory aimed at teachers from four universities in Ecuador. The results obtained show that there is no teacher training program to care for students with high abilities or giftedness, they present great challenges in detection and care with curricular enrichment strategies. It is concluded that it is necessary to prepare teachers to face the challenges and take advantage of the opportunities that arise when working with these high-potential students. An inclusive teacher profile and a curricular structure for a MOOC course are proposed.