This case study describes how a novice teacher of the gifted moves from observation toward the development of responsive pedagogy. Through interviews focusing on her cognitive processing, information was gathered on the perceptions she formed regarding her students’ characteristics, her instructional strategies, and her decision making. The author proposes a cognitive map of a three‐part process by which a beginning teacher uses observation to assist in developing pedagogy. Conclusions are stated about what type of person might become a gifted teacher and about how that process might be guided.
Roeper Review
Volume 23, 2001 - Issue 4: Gifted Teachers: Teachers of Gifted Learners
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