• Journal of Gifted/Talented Education
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• v.12 no.2
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• pp.93-125
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• 2002

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.

• 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.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.231-256
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• 2010

The research attempts to explore legal issues related to teacher certification in gifted education. For this end, first, the institutional processes of the 'Law of the Promotion of Education for the Gifted and Talented' and its legal characteristics were reviewed. The 'Law of the Promotion of Education for the Gifted and Talented' appeared to be superior to the 'Law of Elementary and Secondary School Education' in order to ensure the right of the gifted to receive a proper education. In consequences, regulations related to teacher certification in gifted education should require to obtain professional knowledge and ability in addition to general education teacher certification. Second, the differences between 'Law of the Promotion of Education for the Gifted and Talented' and 'Law of Elementary and Secondary School Education' were analyzed. It was found that the 'Law of the Promotion of Education for the Gifted and Talented' is not sufficiently articulated in terms of required and elective courses and hours to certify teachers for the gifted as well as their employment at gifted educational institutions. In conclusions, further attentions to legal imperatives in gifted education are called for establishing and upgrading teacher certification in gifted education.

• Journal of Internet Computing and Services
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• v.20 no.6
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• pp.167-177
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• 2019

The enhancement of national competitiveness in future society is the discovery and training of excellent SW convergence gifted. In order to cultivate these SW convergence gifted, reinforcing competence of teachers in charge should be made first. Therefore, in this paper, artificial intelligence education contents, one of the core technologies of the 4th Industrial Revolution era, were developed to reinforcing competence of SW convergence gifted teachers. After setting the direction of artificial intelligence education content, we constructed educational content suitable for secondary SW convergence gifted education, and designed and developed it in detail. The composition of artificial intelligence education content consists of machine learning and tensor flow understanding, linear regression machine learning implementation for numerical prediction, and multiple linear regression-based price prediction machine learning implementations. The developed educational contents were verified by experts with qualitative aspects. In the future, we expect that the educational content of artificial intelligence proposed in this paper will be useful for strengthening the ability of SW convergence gifted teachers.

• Journal of Gifted/Talented Education
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• v.25 no.6
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• pp.927-949
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• 2015

The purpose of this study was to find out the difference between importance and performance regarding perception of core competence of gifted education teachers through importance-performance analysis (IPA). One hundred fourteen elementary gifted education teachers including math and science participated in the study. The collected survey data was analyzed with IPA matrix. As the result, firstly, there was significant difference between importance and performance regarding perception of core competence of gifted education teachers. Secondly, core competencies of 'understanding knowledge', 'research and instruction', 'passion and motivation', and 'ethics' are high in both perceptions of importance and performance. However, both 'communication and practices' and 'professional curriculum development' are low. Thirdly, there was a difference in core competence of gifted education teachers between math and science at the competence of 'passion and motivation'. Math gifted education teachers perceived 'passion and motivation' high in both importance and performance while science gifted education teachers perceived its importance low and performance high. In addition, math gifted education teachers showed lower performance compared to its importance in the sub-categories; 'knowledge of gifted development', 'gifted child assessment', 'information gathering and its literacy', and 'creative answers to various questions'. However, science gifted education teachers showed lower performance compared to its importance in sub-categories; 'higher-order thinking skills in its subject', 'teaching methodology for self-directed learning', 'problem behavior of the gifted', and 'counseling the gifted'.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.9 no.2
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• pp.281-290
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• 2019

The aim of this study is to explore the status and tasks of selecting, expanding, and supporting the gifted teachers to efficiently manage the gifted education. This study addresses that the ratio of applications for new teachers is lower and the current teachers are aging in primary school. In addition, it points out that the ratio of new teacher applications and teacher acquisitions compared to the number of teachers hired for middle school were lower. The gifted teachers are basic in their classes and work at regular schools, and they suffer from considerable exhaustion and a lack of time because of other gifted work. As a result of these discussions, it has shown the need for substantial improvement and supplementation such as school hours reduction or reinforcement adjustment, complete support for research society, invitation professional teachers other than current ones, and friday after school classes for the gifted teachers should be encouraged to work passionately. For professional development, if the positive perception and results of gifted education from the interactions between general education and gifted education be formed, and the education programs for gifted teachers be expanded, they will also contribute to the overall improvement in the quality of our education.

• Proceedings of the Korean Society for the Gifted Conference
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• 2002.05a
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• pp.67-104
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• 2002

• Journal of Gifted/Talented Education
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• v.14 no.2
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• pp.101-129
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• 2004

It is very essential to recruit professional teachers for Gifted Education because the main goals of this school are focusing on the highly advanced technical science fields, enhancing self study and research environment which leads to develop self-directed learning and creative learning. The purpose of this study is to improve of the current Gifted Education Action Law For Teacher Recruitment in Gifted Education. The results of this study are follows; 1. Establishment of Standards for Teachers' Qualification in Gifted Education To recruit professional teachers, they are studied to use the current Gifted Education Action Law and to converse the legal position of Busan Science Academy 2. Developing Professionalism and Improving Conditions of Employment To gualify for Gifted Education, it is necessary to developing professionalism and improving conditions of employment. To provide long-term training and a sabbatical year for research. To make able teachers teach in a school longer than other teachers if teachers agree to it. To pay research funds for teachers for gifted education. To give advantage for gifted teachers in promotion. As the result of study, it has been systemized the standards of recruiting qualified teachers of the Science School for Gifted, has been proposed the ways of developing specialty of teachers and working conditions.

• Journal of Gifted/Talented Education
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• v.24 no.2
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• pp.243-269
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• 2014

The purpose of this study was to offer suggestions for students, teachers, and parents, respectively, to develop effective gifted education programs in Korea by examining the programs from Vanderbilt Programs for Talented Youth (PTY) at Tennessee in the USA. The method is based on the analyses of PTY web pages, recent materials on programs from PTY, interviews with the executive director of PTY, participation in the endorsement program, and observation in SAVY(Saturday Academy at Vanderbilt for the Young) program. In order to improve gifted education programs in Korea, the results indicate as follows: in respect to students, early identification and education, interdisciplinary humanities curriculums, integrated curriculum models, and information of individual learning plans are essential; in regards to teachers, tailored gifted teacher programs and gifted endorsement programs are necessary; in consideration of parents, programs for supporting parents' groups with professional gifted educators are indispensible.

• Journal of Gifted/Talented Education
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• v.25 no.3
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• pp.381-399
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• 2015

The purpose of this study was to investigate teachers' perception of Advanced Placement Program. Participations of this study were 111 teachers from science high schools and gifted science high schools. The results showed as follows. First, teachers perceived positively regarding AP program and were willing to teach AP program. However, teachers perceived that schools were not ready to start AP program. Also, They perceived that teaching materials development, more teachers to teach AP programs, and teacher training programs were needed to set up AP Programs in science high schools. For the professional development, 60-hours teacher training program and incentive system for the AP teachers were needed. Implications of the study were discussed in depth based on the results.