Impact of Professional Development Programs for Teachers of the Gifted

Abstract

The aim of the present study was to assess the impact of the Israeli certification program for teachers of gifted children. Pre- and post-tests addressed Israeli teachers’ perceptions of unique teaching-learning situations in pullout centers, the desired characteristics of teachers of the gifted, as well as knowledge of gifted and instructional related competencies acquired. The research sample comprised 147 teachers composing three groups: (a) PDTG teachers; (b) pullout center teachers; and (c) school teachers. Measures of perceptions were based on three instruments: (a) a questionnaire measuring level of collectivism; (b) an open-ended question about the teaching-learning situation and statements about desired cognitive, personal, and pedagogical characteristics of teachers of the gifted; and (c) a questionnaire measuring knowledge of gifted education and related competencies. Significant effects for group, interaction of group by culture, and type of program were detected in issues addressed. The study findings suggest a limited impact of certification programs. The study proposes a new lens for examining professional development programs, in particular as related to cultural orientations, and discusses practical implications for teacher certification programs

Keywords:

• Gifted education
• certification program in gifted education
• teachers’ desired characteristics
• cultural orientation
• teachers’ knowledge of gifted education
• teachers’ related competencies

Additional information

Notes on contributors

Hava E. Vidergor

Hava E. Vidergor, Ph.D., is a pedagogical coordinator and lecturer in a certification program for teachers of gifted students at Oranim Academic Teachers’ College, Israel, where she has designed a number of courses related to effective pedagogies and curriculum planning for gifted and excellent students. She is an invited lecturer in certification programs for teachers of gifted, as well as a large number professional development programs for teachers of high achievers. She is an experienced teacher in both general and gifted education frameworks, where she has designed and taught courses on leadership, and creativity in English as a second language to middle school gifted students. She is the initiator and co-editor of The handbook for teaching gifted and able learners (2012) with Carole Ruth Harris and Taisir Subhi Yamin. She has recently developed an innovative Multidimensional Curriculum Model (MdCM) focusing on preparing students for life in the 21st century. She has published a number of refereed journal articles, and has given presentations and workshops in national and international conferences. She has recently established the HV Gifted Expertise Center supported by a team of renowned international scholars. Her research interests are: Instruction, teacher education, and policy. Personal website: www.hvgifted.com.

Billie Eilam

Billie Eilam is a professor in the faculty of Education in the University of Haifa, Israel and currently the head of the curriculum track. Her research focuses on visualization in learning, instruction and curriculum, with an emphasis on cognitive skills and contextual and cultural factors. Many of her studies examine the application of theories in authentic learning situations.