NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1138251
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
Reference Count: 105
ISBN: N/A
ISSN: EISSN-2331-186X
Early Career Teachers' Beliefs about Their Preparedness to Teach: Implications for the Professional Development of Teachers Working with Gifted and Twice-Exceptional Students
Rowan, Leonie; Townend, Geraldine; Ewing, Bronwyn Frances
Cogent Education, v3 n1 Article 1242458 2016
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.
Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia