![]() East Sussex, UK: Psychology Press.īrevik, L. Oxford, UK: Pergamon.īohner, G., & Wänke, M. A lack of awareness and emphasis in preservice teacher training: Preconceived beliefs about the gifted and talented. Swiss Political Science Review, 4(2), 81–83.īerman, K. A theoretical note on the differences between attitudes, opinions, and values. Journal for the Education of the Gifted, 18, 74–86. Predictors of a general attitude toward gifted education. Journal for the Education of the Gifted, 30(4), 450–478.īegin, J., & Gagné, F. Serving children who are gifted: Perceptions of undergraduates planning to become teachers. Journal of Teaching and Education, 6(2), 53–70.īain, S. Pre-service teachers perceptions of gifted students. Paper presented at the ECHA, Conference, Prague, online. The needs of gifted children in context: A study of Swedish teachers’ knowledge and attitudes. Gifted and Talented International, 19(1), 15–23.Īllodi, M. Attitudes of American and English pre-service teachers toward gifted learners. The areas where attitudes underwent significant changes and some of the lessons learned about the potential role of ITE in preparing future teachers to confront the complexities associated with teaching gifted students will be outlined in this chapter. Participants reported a significant growth in awareness of the challenges associated with educating gifted students, highlighting the value of an evidence-based understanding of all the topics covered in the unit, with the vast majority strongly recommending gifted education as a compulsory part of all Initial Teacher Education (ITE) programs. This chapter examines the value of specifically covering giftedness in pre-service teacher education through highlighting the findings from a research project conducted over 7 years (2008–2014) with 588 pre-service teachers who completed an elective unit in gifted education at a major Australian university. Hawker Brownlow Education, Melbourne, 2002 Troxclair, Roeper Rev 35(1):58–64, 2013). Adelaide, 2003 Lassig, Australas J Gift Educ 18:32–42, 2009 Plunkett, TalentEd 18(1):9–16, 2000, The gifted enigma: a collection of articles. Paper presented at 15th world conference for gifted education – gifted 2003: a celebration down under. Research suggests that specific education relating to giftedness enhances attitudes and practices that are conducive to appropriate provisioning for gifted students (Fraser-Seeto, J Student Engagement Educ Matters 3:29–38, 2013 Geake and Gross, Gift Child Q 52:217–231, 2008 Kronborg and Meyland, Changes in postgraduate teachers’ opinions about gifted students and their education. In Australia, most teachers enter the profession without having completed any dedicated undergraduate studies pertaining to gifted education, yet many go on to teach gifted students in either mainstream or specialised educational settings.
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