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ERIC Number: EJ781401
Record Type: Journal
Publication Date: 2007
Pages: 24
Abstractor: ERIC
Reference Count: 289
ISBN: N/A
ISSN: ISSN-0016-9862
Teacher Education Standards for the Field of Gifted Education: A Vision of Coherence for Personnel Preparation in the 21st Century
VanTassel-Baska, Joyce; Johnsen, Susan K.
Gifted Child Quarterly, v51 n2 p182-205 2007
Teacher standards for gifted education are a necessary feature of ensuring that the top learners in the society are adequately identified and nurtured in the context of school settings. A standards-based approach to personnel preparation offers many advantages for fields and disciplines. The content of standards at P-12 levels help to ensure that students learn what they need to know for high-level functioning in the 21st century. In this article, the authors discuss teacher education standards for the field of gifted education. They begin by providing an analysis of differences of the older set of standards, initially developed by the Council for Exceptional Children, from the current teacher education standards. Then, they discuss the 10 CEC content standards--(1) foundations; (2) development and characteristics of learners; (3) individual learning differences; (4) instructional strategies; (5) learning environments and social interactions; (6) language and communication; (7) instructional planning; (8) assessment; (9) professional and ethical practice; and (10) collaboration--and present summaries of annotated references for each of the standards. They conclude this article by sharing a few special challenges that the new standards will present for universities and the field to consider. These challenges represent issues associated with a lack of resources, a fragmented state system of personnel preparation, and internal philosophical conflicts about gifted education.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A