A Survey of Korean Elementary Teachers’ Perceptions of and In-Service Needs for Gifted Education

Abstract

The purpose of this study was to examine Korean elementary teachers’ knowledge of and interest in gifted education, in-service training needs, and perceptions of gifted education to provide implications for developing in-service teacher training programs. Korean elementary teachers completed the survey, Korean Elementary Teachers: Perceptions of Gifted Education and In-service Needs in Gifted Education. The results of this study show teacher training is an essential factor for improving knowledge of and interest in gifted education. When in-service training for gifted education is planned, the findings of this study can help provide guidelines for the training including employing qualified staff who are experts in the gifted education field, developing appropriate length of training sessions, finding the best time for training, and providing relevant content during training.

Keywords:

• Korean elementary teachers
• interest
• gifted education
• in-service training needs
• perceptions of gifted education

Additional information

Notes on contributors

HeeJung Kim

Dr. HeeJung Kim was an elementary teacher for 11 years in Korea. She was GERI (Gifted Education Resource Institute) Super Saturday coordinator for 2 years. She earned her Ph.D. in gifted education program at Purdue University, graduating in May 2008. Her dissertation is entitled: Learning style preferences of gifted and general elementary school students in Korea and the U.S. with cross-cultural validation of the translated Learning Style Inventory (LSI). Her research interests include learning style, cross-cultural validation of instruments, and measurement. She received Dean’s doctoral student scholarship (2007-2008) during her studies at Purdue, a merit-based award for quality research.

Marcia Gentry

Dr. Marcia Gentry is the Director of the Gifted Education Resource Institute. Marcia joined the faculty at Purdue in 2004 after spending 8 years as a professor in Minnesota where she began her research into student perceptions of school experiences and directed graduate programs in gifted education. She accepted the role of GERI director in January of 2008. Her research has focused on the use of cluster grouping and differentiation; the application of gifted education pedagogy to improve teaching and learning; student perceptions school, and on non-traditional services and underserved populations-areas in which she has over 50 publications. Marcia is chair-elect of the American Educational Research Association Special Interest Group, Research on Giftedness and Talent. She has also served on the National Association for Gifted Children’s Board of Directors and is recipient of its Early Scholar Award. She frequently contributes to the literature, regularly participates in international, state, and regional venues concerning gifted child education and educational research, and she serves on the editorial review boards of 4 journals in her field. Prior to her work in higher education Marcia taught math and science to middle school students, enriched curriculum to gifted elementary students, and she served as a regional administrator for gifted programs.