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Journals Home > Journal For The Education Of The Gifted > Volume 29 |  Issue 3 > Article Abstract
 

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  • Volume 29
  •  Issue 3
  • Publication Date: Spring 2006



Professional Development of Preservice Teachers: Teaching in the Super Saturday Program

Nancy J. Bangel, Donna Enersen, Brenda Capobianco, & Sidney M. Moon

General classroom teachers are being called upon to meet the needs of an increasingly diverse population of students. Although abundant research documents the specific needs of gifted students, too little is being done at the preservice teacher level to prepare our teachers to recognize and meet these needs (e.g., Feldhusen & Kolloff, 1986; VanTassel-Baska, 2003). This study examined the change in beliefs by one cohort of preservice teachers after participation in a gifted education course and practicum. Interviews with the participants following the intervention period were used to assess the participants’ perceptions of the effect the course and practicum had on their understanding of gifted students’ needs and their ability to meet those needs. Interview data were triangulated with classroom observations and lesson plans created by the participants for use during the practicum. Findings indicated the participants perceived an increase in their overall level of professional development, as well as an increase in their level of understanding of the characteristics and needs of gifted students.


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