Teacher Preparation in Gifted Education: An Analysis of a Standards-Based Licensure Program

• In Event: AERA Poster Session 8
  In Poster Session: Gifted Education, Creativity, and Talent Development Posters

Abstract

Quality teacher preparation for gifted and talented education is important for effective programs and services and student achievement. Though teacher standards for gifted and talented education have existed for years, little empirical data is collected on their effectiveness for preparing teachers, especially at the undergraduate level. This qualitative study employed reflective phenomenological techniques and a descriptive two-cycle coding analysis with undergraduate teacher candidates (n=6) in their final semester of the dual certification (elementary and gifted and talented). Results suggest participants were well prepared in several areas including professionalism and differentiation, yet less prepared in assessment, program design, and curriculum design. Participants described gaps in theory and practice based on clinical experiences in local gifted programs.

Authors

• Todd Kettler, Baylor University

• Rachel L Renbarger, Western Michigan University