• Journal of Gifted/Talented Education
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• v.20 no.3
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• pp.681-701
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• 2010

This study examined the perception of gifted teachers toward 'conception of creativity personality education,' 'methodology of creativity personality education,' and 'support of creativity personality education' in the future gifted education. As a result, gifted teachers conceptualized creativity personality education as education to foster creative social capitals(social + moral leaders), which showed movement from gifted education focused on cognitive development into future-developmental orientation. Gifted teachers mentioned education to foster social sensitivity, creativity, and leadership as methodology of creativity personality education. More specifically, they recommended inductive curriculum in learning and teaching in order to encourage domain-specific giftedness. As pointing not to separate creativity personality education for gifted from a formal education but to deploy with conjunction with it, gifted teachers mentioned the social recognition for creativity personality education and the development of teacher's professionalism and educational programs.

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.99-100
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• 2005

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.835-855
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• 2013

The purpose of this study was to investigate the predictive validity of behaviroal characteristics checklists that are widely used in Korea for identifying mathematically gifted students. Three most widely used checklists were selected and implemented to classroom teachers who could teach and observe gifted students in regular classes. The predictive validity of the tree checklists were explored by generating the correlations between their ratings using those three checklists and the performance levels of gifted students, which were measured by teachers in gifted classes. Findings of this study are the followings: First, all three checklists could statistically significantly predict the performance of gifted students in gifted programs, and the checklist B showed the highest predictability. Secondly, without the assistance by those checklists, teachers could not predict the performance level of gifted students. Lastly, teachers that were trained for educating gifted students could very effectively predict the performance of gifted students with the aid of those checklists while teachers without appropriate training could not at all even with the aid of those checklists.

• Journal of Gifted/Talented Education
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• v.23 no.4
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• pp.537-565
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• 2013

The purpose of this study was to investigate teachers' responses to curriculum evaluation of gifted curriculum in visual arts. Especially, this study examined whether there are differences of the responses among three types of institutions for gifted education (institution for gifted education, community based gifted classroom, and school based gifted classroom). Teachers from these three types of institutions for gifted education were interviewed. The results are as follows. First, teachers viewed that consideration is needed for 3 criteria. Teachers from different institutions showed different responses to 'professionalism of working personnel' and 'utilization of advisory committee'. Second, teachers viewed that 13 criteria need consideration. Teachers from different institutions showed different responses to 'support personnel for gifted education' and 'educational equipment and resource supply'. Third, teachers viewed that consideration is needed for 2 criteria. Teachers from different institutions showed different responses to 'efforts for professional development of instructors'. Fourth, teachers viewed 4 criteria need consideration. Teachers from different institutions showed different responses to 'budget planning for next year'. Based on the findings, implications for developing and implementing the evaluation criteria for the gifted curriculum in visual arts were discussed.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.191-215
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• 2014

The quality of gifted education depends on the quality of teachers in the field. Teachers in music (Korean traditional music) gifted education are significant variable in identifying students' giftedness and successful instruction. The purpose of this study was to explore the desirable components of teachers in music (Korean traditional music) gifted education and develop the evaluation criteria based on the desirable components. Previous research on the components of good teachers, teachers in gifted education and teachers in music (Korean traditional music) gifted education were reviewed. Based on literature review, the evaluation criteria of teachers in music (Korean traditional music) gifted education was developed. To collect opinions and derive consensus of the evaluation criteria, this research used Delphi method with a panels of 25 experts. The evaluation criteria classified with 3 dimensions, 8 categories, and 18 variables as the result.

• Journal of Science Education
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• v.35 no.2
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• pp.240-249
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• 2011

The purposes of this study is to compare the beliefs in the nature of science, science teaching and learning of the elementary teachers in charge of the gifted and the general teachers. For this study, a survey on beliefs of the nature of science, science teaching and learning was conducted to 88 elementary teachers for the gifted and 90 elementary general teachers. Data was analyzed by their academic career and major. The results of this study were as follows: There were no significant differences in beliefs in the nature of science and science teaching between the elementary science teachers in charge of the gifted and the general elementary teachers, but the former has a more constructivism in science learning than the latter. In the some sub-domains of the beliefs of the nature of science, science teaching and learning, there were statistically significant differences according to their academic career and major. Implications from findings of this study were suggested, such as recruiting and in-service training system for teachers in charge of the gifted.

• Journal of Gifted/Talented Education
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• v.24 no.6
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• pp.917-934
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• 2014

Through the concern-based adoption model (CBAM), this study aimed to determine the differences in gifted-education OJT-received teachers' concerns about gifted education by stage before and after the OJT. This study surveyed 162 elementary and secondary school teachers who participated in 2014 gifted-education OJT hosted by City B's Gifted Education Promotion Institute, and of them, 102 effective questionnaires were analyzed to determine the difference in their concerns about gifted education by variable (gender, school grade, and subject) before and after the OJT. This study found that the OJT was essential to foster gifted-education teachers and to expand their basic knowledge and skills for gifted education, and that the OJT boosted the teachers' confidence and met their needs.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.12
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• pp.177-185
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• 2017

In order to succeed in gifted education, it is necessary to educate teachers with professional skills and qualities that meet the psychological characteristics of gifted students and satisfy their educational desires. The purpose of this study is to explore the characteristics of the science/mathematics gifted students the preservice teachers who participated in the service learning in the hothousing center annexed to the university, and the direction in which the Korean hothousing should proceed. For this, the service learning was conducted in the hothousing institution targeting three students attending A education college for 12 weeks. As a result of study, the gifted children showed the outstanding cognitive, affective, and creative natures which were expressed positively or negatively according to the situation. The study participants recognized the teachers had a duty to admit the distinctive nature of the individual gifted children and to provide the specially contrived education for them for the qualitative improvement of the Korean hothousing. Simultaneously they thought the gifted children should be regarded as ordinary children before the gifted persons and treated as the children. The necessity for preservice teachers to take the hothousing lectures requisitely and provide the learning chance focusing on the practical contents beyond the hothousing teacher training was brought forward in order to develop the systematic hothousing curriculum.

• Journal of Gifted/Talented Education
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• v.26 no.2
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• pp.299-318
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• 2016

The purpose of study was to explore science teachers' practical knowledge on teaching the gifted in science; namely, what kinds of instructional methods did they perceive as effective approaches based on their teaching experience with the gifted? Twelve science teachers who had 4-11 years of teaching experiences with the gifted students at the gifted center under the local educational offices participated in the study. The data source included in-depth individual interviews with the teachers. In results, the teachers became more aware of the academic potentials and characteristics of the students and had made efforts to develop their instructional methods more fitting to the characteristics and needs of the gifted. They emphasized four instructional aspects: 1) experience of authentic inquiry process and methods, 2) group activities focusing on leadership, communication and collaboration, and empathetic attitudes, 3) tasks promoting creative and convergent thinking, and 4) career awareness in the field of science, technology, and engineering. It is expected that this study provides more practical implications and insights for novice science teachers in the gifted education.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.281-298
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• 2005

It is needed to make more efforts to activate the gifted child education in elementary information science regarding selection of the gifted, development of appropriate curriculum, however, as a saying goes that a quality of education is depended on teacher's quality, and outstanding performance of teachers in charge of teaching the gifted is critical to make education for the gifted in elementary information science successful. Considering the significances of teacher variances, the research on the professionality of teacher who is responsible for the elite education in elementary information science should be made, along with a plan to cultivate their competence.