An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education

Kylie Fraser-Seeto, Steven J. Howard, Stuart Woodcock

    Research output: Contribution to journalArticlepeer-review

    7 Citations (Scopus)

    Abstract

    Despite recognising the importance of educators in meeting the needs of gifted and talented students, research indicates that teachers often lack the essential knowledge, skills and confidence to identify and meet the needs of gifted and talented students. Evidence suggests this lack of preparation may be related to teachers' professional development. This quantitative study of 96 primary school teachers aimed to provide an initial insight into the knowledge and uptake of the 2005 DEST/GERRIC Gifted and Talented Education Professional Development Package for Teachers. It further aimed to give some insight into teachers' opinions and behaviours as it pertains to this mode of professional development. Results suggest a lack of knowledge and uptake of this professional development package, despite an overwhelming willingness to undertake this mode of professional learning in gifted and talented education. Implications and recommendations conclude the paper.

    Original languageEnglish
    Pages (from-to)1-14
    Number of pages14
    JournalAustralian Journal of Teacher Education
    Volume40
    Issue number1
    DOIs
    Publication statusPublished - 2015

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