Cultivating teachers to work with gifted students

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    In teaching postgraduate and pre-service teachers in gifted education at a leading Australian university, I have found it critical at the beginning of a course to understand what experiences my students have had in relation to gifted children. In which context is the postgraduate student currently working? Their prior experience of teaching gifted students, understanding of the phenomenon of giftedness, and understanding of the process of talent development, among others, are key areas that will inform their engagement with the gifted education research. Additional questions about individual students’ background may further explore personal and professional experiences with gifted children; for example, were they ever considered gifted as a child? Do they have gifted siblings and/or are they the parent of a gifted child? Have they experienced teaching in a school that provided for gifted learners? Have they had the experience of being in a selective learning environment for high-ability or gifted students? Modelling this questioning behaviour can be useful to students in their reflection on giftedness and gifted students.
    Original languageEnglish
    Title of host publicationExploring Gifted Education
    Subtitle of host publicationAustralian and New Zealand Perspectives
    EditorsJennifer L. Jolly, Jane M. Jarvis
    Place of PublicationAbingdon Oxon UK
    Number of pages13
    ISBN (Electronic)9781351227704
    ISBN (Print)9780815378853, 9780815378860
    Publication statusPublished - 2018
    • Gifted students in rural and remote settings

      Plunkett, M., 2018, Exploring Gifted Education: Australian and New Zealand Perspectives. Jolly, J. L. & Jarvis, J. M. (eds.). 1st ed. Abingdon Oxon UK: Routledge, p. 172-192 22 p.

      Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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