Program models are described and successful practices are surveyed in training teachers for gifted and talented students. In a section on assumptions and issues, the teacher's role is discussed in terms of classroom innovation and development of attitudes, skills, and abilities in students; and alternatives for teacher training programs are outlined. Two criteria necessary for teachers of the gifted are noted to be an ability to relate effectively to the group of youngsters being taught and an openness to change; and suggestions for assessing teacher competency are given. Presented is an analysis of various preservice training programs and a comparison of the major methodological differences in them, as well as a review of past and current practices. Variations of inservice training models are described, compared, and contrasted, and evaluation results are reported for each of the following: summer institutes, demonstration centers, and service centers. Appended is a list of university training programs offering either graduate or undergraduate degrees in education of the gifted. (SB)
Authors
- Authorizing Institution
- ERIC Clearinghouse on Handicapped and Gifted Children, Reston, VA.
- Peer Reviewed
- F
- Publication Type
- Reports - Research
- Published in
- United States of America
- Sponsor
- National Inst. of Education (DHEW), Washington, DC.
Table of Contents
- C. June Make7 2
- In this model the teacher a dor the 7
- The artist in him on the other hand tradition of the artist and apply these 12
- In order 14
- In other 17
- Teacher training programs may need to be 21
- -tfaiors co ider the .special 21
- 6. More emphasis was placed on 30
- The purpose of selection proceduresa per- 34
- As an added thrust 49
- In one school with a 49
- .to a great but the total program did 51
- The most important general 53
- Total years teaching and years 55