A study of teacher training in gifted education

Abstract

In light of the fact that teaching is a very complex process and that gifted/talented students are known for offering teachers a challenge, this study was designed to determine if teachers with specialized training in the area of gifted education perceived and provided for such students differently than teachers without specialized training. The data were collected by having educators with varying degrees of training respond to scenarios developed from actual case histories of students in gifted programs. The findings using an “expert‐novice approach,” indicate that there are definite differences which are observable and can easily be integrated into a teacher training program.

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