Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students

Abstract

This study was designed to explore characteristics of exceptional teachers of gifted students. Participants included 63 teachers and 1,247 highly able students. Teachers responded to 2 measures: a background questionnaire and the Myers Briggs Type Inventory (MBTI), a self-report personality inventory. Students also completed the MBTI. In response to the background questionnaire, the majority of teachers reported holding advanced degrees in a content area; most were not certified to teach and reported completing no formal coursework in gifted education. Results from the MBTI indicated that exemplary teachers were more likely to prefer N (intuition) and T (thinking), as compared to a normative teacher sample. The personality types of teachers were in many ways similar to the personality types of the gifted students. These findings suggest that teachers who are judged to be highly effective in working with gifted students prefer abstract themes and concepts, are open and flexible, and value logical analysis and objectivity. Results suggest that teacher personality and cognitive style may play a role in his or her effectiveness in teaching gifted students.

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

“…Gifted students viewed academic support as the foundation for positive relationships, as they felt that these behaviours allowed teachers to fulfil their primary role of educational facilitators. These findings were consistent with findings from other studies involving gifted students (Gentry et al, 2007;Mills, 2003;Suk-Un Jin & Moon, 2006).…”

How high ability students perceived the practice of influential teachers

“…These gifted students from Australia, Austria, and the United States also identified their preference for their teachers to demonstrate a range of pedagogical approaches (Vialle & Tischler, 2005). In her study of 63 teachers and 1,247 'highly able' students, Mills (2003) identified that, like their highly able students, those teachers considered to be highly effective teachers of gifted students "preferred abstract themes and concepts, were open and flexible, and valued logical analysis and objectivity" (p. 272). Mills (2003) identified that the most effective teachers of gifted students held advanced degrees in the content area in which they taught, yet had no formal training in gifted education.…”

“…In her study of 63 teachers and 1,247 'highly able' students, Mills (2003) identified that, like their highly able students, those teachers considered to be highly effective teachers of gifted students "preferred abstract themes and concepts, were open and flexible, and valued logical analysis and objectivity" (p. 272). Mills (2003) identified that the most effective teachers of gifted students held advanced degrees in the content area in which they taught, yet had no formal training in gifted education. Additionally, Mills suggested that formal 'gifted training' for teachers may not be sufficient in selecting teachers for gifted students, and highlights the importance of selecting teachers who have both strong content knowledge and a passion for what they are teaching.…”

Docentopvattingen over de meerwaarde van honoursonderwijs voor het leren van talentvolle en gemotiveerde studenten

“…Verschillende studies richten zich specifiek op de eisen die we mogen stellen aan docenten in programma's voor excellente en talentvolle studenten (bijv. Bangel, Moon, & Capobianco 2010;Mills, 2003). VanTasselBaska en Johnsen (2007) beschrijven specifieke competenties voor docenten in excellentieonderwijs.…”