Specialist Teachers of the Gifted: Positioning Their Roles in New Zealand

Autor/in	Riley, Tracy
Titel	Specialist Teachers of the Gifted: Positioning Their Roles in New Zealand
Quelle	In: Australasian Journal of Gifted Education, 28 (2019) 2, S.47-52 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Foreign Countries; Gifted Education; Specialists; Teacher Role; Preservice Teacher Education; Informal Education; Faculty Development; Position Papers; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; Informelle Bildung; Nichtformale Bildung; Positionspapier; Neuseeland
Abstract	In 2019, New Zealand advocates for gifted education created a shared position statement on the roles of specialist teachers of the gifted. The statement acknowledges that all teachers are teachers of the gifted, and require formal and informal learning about giftedness; it also outlines teaching, coordination, advocacy, and leadership roles which are embedded in a set of specialist teacher capabilities. Providing teachers with a continuum of informal and formal learning, from preservice through to advanced postgraduate study and research, is called for to develop a community of gifted education practitioners in New Zealand. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01