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| Content Provider | Taylor & Francis Online |
|---|---|
| Author | Rowan, Leonie Ewing, Bronwyn Frances Townend, Geraldine |
| Abstract | Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused professional learning opportunities challenging; responding to this significant gap in the literature—and its implications for the support of early career teachers—this article reports on results from a large-scale, mixed-methods Australian research project that investigated 971 newly graduated teachers’ beliefs about their preparedness to meet the needs of diverse students. Drawing upon this unique data-set, the paper identifies three key areas where beginning teachers felt less than prepared: teaching students with diverse abilities, supporting students with disability and communicating sensitively with parents. The paper then identifies implications of this research for the professional development of teachers. |
| File Format | PDF HTM / HTML |
| Journal | Cogent Education |
| Volume Number | 3 |
| Issue Number | 1 |
| Language | English |
| Publisher | Cogent |
| Publisher Date | 2016-11-07 |
| Access Restriction | Open |
| Subject Keyword | Gifted education Teacher beliefs Teacher education Teacher professional development Early career teachers Student diversity |
| Content Type | Text |
| Resource Type | Article |
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