Preservice Teachers’ Perceptions of Giftedness

Amy Morgan Schmidt, M.Ed.Young Eun Son, M.A.Ed.

“The path the person takes to become a teacher of gifted learners is significant: personal background, preservice training, and professional reflections all help prepare the teacher for her task” (Graffam, 2006, p. 119).

Purpose

The purpose of our study was to investigate factors related to the perceptions and values of preservice teachers towards gifted education, in terms of understanding giftedness and the teaching of gifted students.

What is Giftedness?

Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.  Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports) (NAGC, 2008).

What is Giftedness?

Gifted students have unique and varied educational and emotional needs that are exhibited during their lives and ideally recognized, developed, and supported by parents, teachers, and mentors (Subotnik, Olszewski-Kubilius, & Worrell, 2011).

What the Research Says…

Myths and Misperceptions Lack of understanding differences among gifted minorities and

low-SES Lack of preparation in teacher training. Lack of awareness going into the classroom. Directly affects students’ experiences in gifted programming Affects nomination for services

What the Research Says

Not emphasized in teacher preparation programs

Professional development and coursework is positive- pedagogy and teacher effectiveness

Perceptions and values may not change

Methodology

Social constructivist or interpretivism (Creswell, 2013).

Theoretical framework based on Gagné and Nadeau’s 1985 attitudes instrument, Opinions about the Gifted and Their Education

Case Study

Multi-case study› 3 participants› Compare the perceptions, beliefs, and

values of the participants Interview and observe 3 preservice

teachers Participants also served as teachers

assistants at an enrichment program

Participants

3 undergraduate or graduate preservice teachers

2 began their student teacher 1 in her senior year All three gifted or high achieving (not a

requirement, just a coincidence).

Interviews

Pre- and post-interviews Participants participated in these

interviews at least twice, 6 hours. Participants were interviewed before

and after the program.

Observations

Participants were observed at least two hours while working as teachers assistants› One hour the first time› One hour the second time

We used an observation protocol based on the William and Mary Classroom Observation Scales.

Results

Gagné and Nadeau’s instrument: › Needs and support

Resistance to objections Rejection Ability grouping School acceleration

Historical context› Social value

Main Themes

Historical context and self-concept as a gifted student.

Awareness of needs of gifted students

Values and beliefs toward gifted students and gifted education.

Changes to Values and Challenges to Perceptions and Beliefs

Historical Context and Self Concept

Background and experiences influenced by and reflected in their views of giftedness.

All academically oriented, successful All influenced by family to do well 2 of 3 formally identified as gifted 2 of the 3 had little interaction with

non-gifted students

Awareness of Needs of Gifted Students

Consistent with literature Some awareness of intellectual and socio-

emotional needs Some misconceptions Preconceived notion of how to teach students Believe in differentiation Believe gifted students’ needs can be met in

an inclusion classroom 2 expected good behavior from gifted

students.

Values and Beliefs

Agreed gifted or accelerated studies beneficial to them

All take issue with the label “gifted” Family value and perception influential

to academic success 2 noted differences between gifted and

non-gifted 2 believe gifted programs provides

better education

Changes to Values and Beliefs

Based on observations and interviews There was little change in gifted

teaching behaviors 2 were surprised at negative behaviors

of gifted students Rose improved teaching behavior

Implications

Teacher preparation classes inadequate Novice teachers are not prepared to

meet the diverse needs of their future students

Suggestions

Advocates at all levels need to be aware of the limited training

Implement incoming teachers professional development

Work with teacher education programs

Limitations

Diversity Short time frame Small sample

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