A Lack of Awareness and Emphasis in Preservice Teacher Training: Preconceived Beliefs about the Gifted and Talented

Autor/inn/en	Berman, Kimberly M.; Schultz, Robert A.; Weber, Christine L.
Titel	A Lack of Awareness and Emphasis in Preservice Teacher Training: Preconceived Beliefs about the Gifted and Talented
Quelle	In: Gifted Child Today, 35 (2012) 1, S.18-26 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217511428307
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Gifted; Beliefs; Questionnaires; Teacher Education Programs; General Education; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Begabter, Hoch Begabter; Belief; Glaube; Fragebogen; Allgemein bildendes Schulwesen; Allgemeinbildung
Abstract	Gifted and talented (GT) learners in most classroom settings endure unchallenging curriculum, a slow pace of instruction, and a state of ignorance by many of their general education teachers. The authors wanted to know how in-service teachers, preservice teacher candidates, and preservice education students viewed GT learners. The authors also wanted to know how their respondents felt about teacher training specific to the nature and needs of GT learners. Information was gathered via pre/postcourse questionnaires to describe existing beliefs and assumptions that individuals in various phases of teacher development held regarding GT learners. Findings suggest that the preconceived beliefs held by individuals about GT learners guide the willingness and approaches used to teach children more so than specific training in the nature/needs of learners. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10