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http://dx.doi.org/10.9722/JGTE.2014.24.5.781

Professional Development and Perceptual Changes in Gifted Education by Regular Classroom Teachers  

Chun, Miran (Kongju National University)
Huh, Mooyul (Kongju National University)
Publication Information
Journal of Gifted/Talented Education / v.24, no.5, 2014 , pp. 781-806 More about this Journal
Abstract
The purpose of this study is to examine the change in the beliefs of regular classroom teachers after participating in a gifted education lectures and practicum as well as the effectiveness of the lectures and practicum. Each teacher was asked to complete a pre-/ a mid-/ and post-journal, detailing their expected characteristics and then describing what occurred and how their initial expectations were altered. The teachers mentioned high thinking skills, creativity, fast problem solving skills, and a lack of communication skills as intellectual characteristics of gifted students and high motivation and task commitment as social characteristics. They mentioned the characteristics in textbooks on pre- and mid-journals, but presented their observations in post-journals such as lack of communication skills, competitive spirit, and frustrations. The study found that teachers broadened their view of giftedness, recognized the need to adapt instructions for gifted students, realized the necessity of knowing the students to differentiate instruction patterns, and emphasized teaching-learning strategies for the gifted. These results contribute to the promise of having regular classroom teachers engage in a field experience with gifted students to supplement discussions about gifted education lectures.
Keywords
Gifted teachers; Teacher training; Gifted education; Perceptual changes;
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