• Journal of Gifted/Talented Education
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• v.25 no.2
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• pp.183-194
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• 2015

In this study, we identified the elements of teachers'expertise for the science gifted in science high school, and examined teacher perceptions of expertise. Through previous studies and expert consultations, 5 categories such as subject knowledge, inquiry teaching, pedagogical knowledge, student guidance and school work were derived. Based on these 5 categories and sub-element, a questionnaire was constructed. Total 284 mathematics and science teachers from 19 science high schools across the country responded to the survey. The desirable level of expertise and current level of responding teachers' own expertise were examined and compared to each other, and group comparisons were accomplished according to teacher career, type of degree and final degree. Some implications are suggested for the professional development for teachers of the science gifted.

• Journal of Gifted/Talented Education
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• v.18 no.2
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• pp.175-200
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• 2008

The study aims to assess needs of administrative and financial support for effective performance of teacher professionalism of gifted. For this end, practicing teachers of gifted education were nationwide selected for survey questionnaires. The first survey of five-scale Likert item was conducted in July 2005 with 236 teachers and the second survey of open-ended item was done in November 2005 with 123 teachers. All the respondents provided their perceptions to current status of administrative and financial support for gifted education and needs for their effective performance of professionalism. Suggestions for improving conditions of administration and finance in terms of effective performance of teacher professionalism in gifted education were as follows: First, teachers should be assigned as full-time for gifted education. Otherwise, their teaching hours and other related jobs should be, reduced Second, the financial support for gifted education should be increased, in particular, more in provincial areas than metropolitan cities. Third, appropriate grouping and counseling according to diverse differences of students should be done. Fourth, understanding of principals and teachers in general education as well as parents and general public toward gifted education should be improved through inservice education program and other education programs. Further, teachers of gifted education should be provided with more frequent opportunities for participating inservice programs in quality, share knowledge and experiences among teachers through network systems, and be given appropriate incentives for better performance of professionalism.

• Journal of The Korean Association For Science Education
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• v.33 no.6
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• pp.1170-1185
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• 2013

In this case study, we investigated the characteristics of secondary beginning science-gifted education teachers' reflection on their science teaching with coteaching through mentoring. We selected two beginning teachers with less than one year teaching careers in secondary science-gifted education. The teachers planned, performed, and reflected together on their science teaching for science-gifted students during twelve class hours over four times. Since the second class, pre-, during-, and post-mentorings were conducted. We observed their science classes with coteaching through mentoring, and analyzed their reflective journals in the views of productive reflection. The analyses of the results revealed that 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection regardless of class time. 'Curriculum for science-gifted education' were also frequently included although fewer than the two aspects. However, 'subject matter knowledge' and 'assessment in science-gifted education' were hardly included. Two to four aspects of the five were variously integrated in their reflection. The integrations among three to four aspects were especially more frequently included than those between two aspects. The integrations of 'instructional strategies and instruction for science-gifted education' or 'science-gifted students' with the other aspects were also found to be the most frequent. These results suggest that coteaching through mentoring can promote beginning science-gifted education teachers' productive reflection on their science teaching.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.412-428
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• 2010

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

• Journal of The Korean Association For Science Education
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• v.33 no.2
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• pp.373-389
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• 2013

This study investigated secondary beginning science-gifted education teachers' reflection on their science teaching through coteaching with the case study. We selected two beginning teachers whose teaching careers in secondary science-gifted education were less than five years. The teachers planned, performed, and reflected together their science teaching for science-gifted students during nine class hours over three times. We observed their science classes through coteaching, and analyzed the transcripts for reflective discussions between them and their reflective journals in terms of 'productive reflection,' a concept suggested by Davis (2006). The results revealed that the aspects of 'instructional strategies and instruction for science-gifted education' and 'science-gifted students' were most frequently included in their reflection processes on science teaching, regardless of the type of data and the class time. 'Curriculum for science-gifted education' were also frequently included although fewer than two previous aspects. However, 'subject matter knowledge' and 'assessment' was hardly included. Two to four aspects among five aspects of the science teaching for science-gifted students were variously integrated in their reflection processes. Especially, the integrations between 'instructional strategies and instruction for science-gifted education' or 'sciencegifted students' and the other aspects were most frequent, and this tendency was stronger in more experienced teacher in science-gifted education. The integrations between 'subject matter knowledge' and the other aspects were often included in the more experienced teacher's reflection processes.

• Journal of Gifted/Talented Education
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• v.9 no.1
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• pp.85-126
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• 1999

본 연구에서는 4세 영재아들이 유아교육 기관에서 일반 유아들과 생활하는 과정을 문화기술적(ethnographic) 연구방법을 통하여 분석해 보고자 하였다. 본 연구는 서울시에 위치한 유치원의 만 4세 남자 유아와 전주시에 위치한 어린이집에 다니는 만 4세 여자 유아를 대상으로 선정하였다. 1999년 4월 2일 - 1999년 6월 18일까지 14주 동안 진행되었다. 관찰은 1주일에 2-3회 1시간 정도씩 참여하였다. 교사와의 면담은 6차례에 걸쳐 총 2시간 10분 동안의 면담을 녹음하여 분석하였다. 부모와의 면담은 4차례에 걸쳐 실시되었으며, 영재아를 지도해 본 교사 6명에게 설문지를 실시하였다. 수집된 사례는 부호화하고 범주화 한 뒤 분석하였다. 본 연구는 결과를 요약하면 다음과 같다. 첫째, 유아교육기관에서 4세 영재아들은 풍부한 지식과 우수한 기억력, 부한한 상상력, 문제해결 능력과 논리적 추리 능력, 흥미와 집착, 다른 장난과 배회, 포기와 합리화의 특징을 가지고 있었다. 둘째, 4세 영재아들의 또래 친구들과 자기 중심적 사고와 자기 주장, 갈등과 화합, 놀이 주도자와 창안자의 관계를 갖고 있었다. 셋째, 부모들은 자녀에 대해 강력한 지지자, 정원사와 같은 신념과 양육태도를 가지고 있었다. 넷째, 교사들을 영재아 지도에 대해 놀라운 아이, 방해하는 아이로 인식하였으며, 논리적 설득과 중재, 제재와 격리의 방법으로 지도 하고 있었으며, 수용 혹은 지나친 인정, 그리고 방치하는 것에 대해 갈등을 갖고 있었다.

• Journal of the Korea Convergence Society
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• v.7 no.6
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• pp.185-192
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• 2016

This study tries to address several problems embedded in the training of English teachers for gifted programs. With a critical analysis of current English Education and English teacher training, the researcher points out some possible problems in English Education and English teacher training in South Korea. The researcher also points out possible problems in teaching English for Gifted Children. Based on the given problems, the researcher accordingly suggests available solution to English Education for gifted Children, and also better ways of English teacher training for gifted programs. The researcher suggests bilingual, production-based and convergence-based English education for gifted children and those English teachers for gifted children.

• 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 Science Education
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• v.36 no.1
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• pp.94-105
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• 2012

The purposes of this study is to identify the professional knowledge of the three elementary teachers for science-gifted students in teaching method. All teachers have received in-service program in gifted education, and have been recommended by their colleagues. Two teachers have instructed the gifted for more than five years, one teacher have instructed the gifted for one year and the general students for eleven years. For for this study, each teacher's lesson plans were collected, videotapes were recorded during lessons, and in-depth interview for each participant were conducted. All recoded data were transcribed and analyzed. Some unique characteristics of teaching method for the gifted were identified from the class instruction of participants. They had knowledge of teaching model for the gifted, especially Renzulli's three pod enrichment model. And they mainly used the materials developed by KEDI for the gifted. Also they had capability to be able to reconstruct them, but their lesson plans did not be realized well in their class. Some implications from findings of this study were suggested, such as teaching methods to improve the quality in the classes of the gifted in science.

• Journal of Educational Research in Mathematics
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• v.23 no.3
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• pp.373-388
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• 2013

This paper is to investigate how two elementary school teacher's belief mathematics as educational content, and teaching and learning mathematics as a part of educational methodology, and what the two teachers believe towards gifted children and their education, and what the classes demonstrate and its effects on the sociomathematical norms. To investigate this matter, the study has been conducted with two teachers who have long years of experience in teaching gifted children, but fall into different belief categories. The results of the study show that teacher A falls into the following category: the essentiality of mathematics as 'traditional', teaching mathematics as 'blended', and learning mathematics as 'traditional'. In addition, teacher A views mathematically gifted children as autonomous researchers with low achievement and believes that the teacher is a learning assistant. On the other hand, teacher B falls into the following category: the essentiality of mathematics as 'non-traditional', teaching mathematics as 'non-traditional, and learning mathematics as 'non-traditional.' Also, teacher B views mathematically gifted children as autonomous researchers with high achievement and believes that the teacher is a learning guide. In the teacher A's class for gifted elementary school students, problem solving rule and the answers were considered as important factors and sociomathematical norms that valued difficult arithmetic operation were demonstrated However, in the teacher B's class for gifted elementary school students, sociomathematical norms that valued the process of problem solving, mathematical explanations and justification more than the answers were demonstrated. Based on the results, the implications regarding the education of mathematically gifted students were investigated.