Preservice Teachers’ Perceptions and Experiences in a Gifted Education Training Model

Abstract

With the prevalence of gifted students in general education classrooms, all teachers will be responsible for providing appropriate programming for them, resulting in a need for training in the education of the gifted to be introduced at the preservice level. In this study, the researchers investigated the effectiveness of a combined intervention strategy for preservice teachers, consisting of a course in the education of the gifted and an accompanying 9-week practicum, in increasing participants’ understanding of the characteristics and needs of gifted students. Through semistructured interviews, participants’ perceptions of the effects the interventions had on their understanding of gifted students’ characteristics and needs were examined. The findings from the interviews were triangulated with classroom observations, lesson plans, and participant responses to the Survey of Practices with Students of Varying Needs. Participants perceived an increase in their understanding of the needs and characteristics of gifted students through participation in the interventions as well as increased confidence in their general teaching abilities. Implications of the study for teacher education and future research are discussed.