Browse > Article

A study on characteristics, training, and employment of the teacher of the gifted  

Kim, Hong-Won (Korean Educational Development Institute)
Publication Information
Journal of Gifted/Talented Education / v.12, no.2, 2002 , pp. 93-125 More about this Journal
Abstract
The purpose of this study is to identify the characteristics of the teachers of the gifted and to identify present status of the training and employment system of the teachers of the gifted in Korea. The characteristics of the teachers of the gifted were explained in three areas of philosophical understanding, experts' characteristics, and personal characteristics. This paper presented several suggestions to improve a system of employment and training of teachers of the gifted in Korea, and they were as follows: - To enhance the quality of training program. The training program should include various activities, for example, discussion, field trip, making a product, seminar, workshop, practice in various teaching models, etc., to foster creative and higher-order thinking abilities. - To prepare various kinds of training programs in consideration of various teachers' needs. - To provide a training successively. The 60 hours' training is not sufficient to be a good and effective teacher of the gifted. Successive training is needed. - To prepare various incentives which make many competent teachers to take part in gifted education. - To improve process to select and to employ the teacher of the gifted. Many teachers want an more open and strict scrutiny process to select and employ the teachers of the gifted.
Keywords
Citations & Related Records
연도 인용수 순위
  • Reference
1 Reis, S. M., & Westberg, K. L. (1994). The impact of staff development on teacher's ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127-135   DOI   ScienceOn
2 Seely, K. R., & Hultgren, H. (1989). Training teachers of the gifted(Research Monograph. Denver: University of Denver
3 교육인적자원부, 한국교육개발원(2002). 영재교육 시행방안 해설. 영재교육정책 자료(3)
4 Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-126   DOI   ScienceOn
5 Maker, C. J. (1975). Training teachers for the gifted and talented: A comparison of models. Reston, VA: Council for Exceptional Children
6 Whitlock, M. S., & DuCette, J. P. (1989). Outstanding and average teachers of the gifted A comparative study. Gifted Child Quarterly, 33(1), 15-21   DOI
7 OERI. (1993). National Excellence: A case for developing America's Talent. Washington, DC U.S. Department of Education
8 Coleman, L. J. (1994). 'Being a teacher': Emotions and optimal experiences while teaching gifted children. Gifted Child Quarterly. 38(3), 115-126   DOI   ScienceOn
9 이군현(1997). 창조적 과학 기술의 두뇌의 양성과 활용 대책, 국가과학기술 자문 회의
10 Callahan, C. M., & Renzulli, J. S. (1977). The effectiveness of a creativity training program in the language arts. Gifted Child Quarterly, 4, 538-545
11 Sisk, D. (1989). Creative teaching of the gifted. N.Y.: NcGraw-Hill
12 Shore, B. M., Cornell, D. G., Robinson, A., & Ward, V. S. (1991). Recommended practices in gifted education: A critical analysis. New York: Teachers College Press
13 김홍원, 조석회, 이윤식, 박주상(2000). 영재교육 담당 교원 양성 및 임용 방안 연구, 한국교육개발원 연구보고 CR 2000-16
14 Hannian, G. E. (1988). A study of teacher-training in gifted education. Roeper Review, 10, 139-144   DOI   ScienceOn
15 Karnes, F. A., & Whorton, J. E. (1996). Teacher certification and endorsement in gifted education: A critical need. Roeper Review, Vol. 19, No.l
16 Silverman, L. K. (1980). How are gifted teachers different from other teachers? Paper presented at the annual convention of the National Association for Gifted Children, Minneapolis, MN
17 Tomlinson, C. A., et al. (1994). Practices of preservice teachers related to gifted and other academically diverse learners. Gifted Child Quarterly, 38(3), 106-114   DOI   ScienceOn
18 Hollingworth, P. (1998). Faculty selection and development, In E. S. Kelble (Ed.), So you want to start a school for gifted: A practical guide to help you help the highly able and talented. NAGC
19 Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169   DOI   ScienceOn
20 Rogers, B. (1983). Metacognition: Implication for training teachers of the gifted. Roeper Review, (6)1, 2-21
21 Wiener, J., & O'Shea, H. (1968). Attitudes of university faculty, administrators, teachers, supervisors, and university students toward the gifted Exceptional Children, 30, 163-165
22 Seely, K. R. (1979). Competencies for teachers of gifted and talented children. journal for the Education of the gifted, 3, 7-13
23 Torrance, E. P. (1981).children(1958-80) and the teacher who made a difference. Gifted Child Quarterly, 2, 55-62
24 Karnes, F. A., & Whorton, J. E. (1991). Teacher certification and endorsement in gifted education: Past, present, and future. Gifted Child Quarterly, 35(3), 148-149   DOI
25 Landrurn, M. S. (2001). Professional development. In M. S. Landrum, C. M. Callahan, & B, D. Shaklee (Eds.), Aiming for excellence: Annotations to the NAGC pre-K-grade 12 gifted program standards. Prufrock Press, Inc
26 NAGC(1998). Staff Development: The key to effective gifted education programs. Prufrock Press
27 Seely, K. (1989). Facilitators for the gifted. In J. Feldhusen et al. (Eds.). Excellence in educating the gifted. Love Publishing Company
28 The National Association for Gifted Children. (2001). Aiming for excellence: Annotations to the NAGC pre-K-grade 12 gifted program standards. Prufrock Press, Inc
29 Gowan, J., & Bruch, C. (1971). What makes a creative person a creative teacher? In J. Gowan & E. P. Torrance(Eds.), Educating the ablest: A book of reading on the education of gifted children. Itsca, IL: F.E. Peacock Publishers
30 Nelson, J., & Cleland, D. (1975). The role of the teacher of gifted and creative children. In P. Witty(Ed.), In Barbe, W. B., & Renzulli, J. S. (Eds.), Psychologfy and education of the gifted. N.Y.: Irington Publishers
31 Starko, A., & Schack, G. (1989). Perceived need, teacher efficacy and teaching strategies for gifted and talented. Gifted Child Quarterly, 33(3), 118-122   DOI
32 Story, C. (1985). Facilitator of learning: A micro ethnographic study of the teacher of the gifted. Gifted Child Quarterly, 29(4), 155-159   DOI