Learning environment for the gifted—What do outstanding teachers of the gifted think?

Abstract

This study aims to assess the views of outstanding teachers of the gifted regarding their students’ learning environment. Thirty teachers were interviewed and an interpretive approach was used to analyze their views. The teachers’ comments were divided according to the following themes: (a) characteristics of gifted students, (b) characteristics of teachers of the gifted, (c) physical characteristics and population, (d) learning atmosphere, (e) emotional and social aspects, and (f) suitable curriculum and teaching strategies to meet the academic needs of the gifted. The study highlights the significance of exploring teachers’ perceptions regarding the learning environment for the gifted in order to understand in depth what characterizes these particular teachers and to suggest an appropriate pedagogy that will enhance the students’ giftedness. This study can contribute to teachers’ education programs and curriculum design for gifted students, and ultimately benefit all students.

The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students

“…Many researchers have studied the topic of teacher competence (see Chan, 2011; Cheung & Hui, 2011). The empirical research suggests that many of the characteristics describe effective teachers of the gifted, for example: flexible (Renzulli, 1992), open-minded and love to teach (Miedijensky, 2018), and positive attitude (Maroney et al, 2003). A few of these traits indicate that successful teachers of gifted students can be noticed through a set of personal and social qualities as well as classroom behavior patterns (Miedijensky, 2018).…”

“…The empirical research suggests that many of the characteristics describe effective teachers of the gifted, for example: flexible (Renzulli, 1992), open-minded and love to teach (Miedijensky, 2018), and positive attitude (Maroney et al, 2003). A few of these traits indicate that successful teachers of gifted students can be noticed through a set of personal and social qualities as well as classroom behavior patterns (Miedijensky, 2018). Croft (2003) indicates that the development of gifted students is highly dependent upon the actions, behavior, and attitude of their assigned teacher.…”

Training teacher-tutors for developing giftedness in children during research

“…There are academic descriptions of models of tutoring support for students implemented in Russian [15] and foreign [16,17] institutions; the technologies of tutor support are defined [18,19]. Particularly interesting are models of tutor support for research [20,21]; development of giftedness in children [22][23][24][25]; tutor support for a gifted child in the context of interaction between general and professional education [26]. The advantages of tutor support models are identified: the possibility of using tutor support for students of different categories, at different levels of training; the ability to choose any activity as the subject of interaction between the tutor and the students; productivity in the development of giftedness in children; applicability in the practice of teaching tutor support of research to students [26,27].…”

Teacher Dispositions and Their Impact on Implementation Practices for the Gifted

“…As seen within the definitions of dispositions, there is a synergistic relationship between dispositions and practice (action). In gifted education, this relationship has been examined through the lens of teachers' attitudes toward and beliefs about gifted students and their pedagogical decisions (Gallagher, Smith, & Merrotsy, 2011;Godor, 2019;Hanna, 2011;Miedijensky, 2018;Troxclair, 2013). If a teacher's perception of gifted students is influenced by some of the prevailing myths about gifted students, it is likely they will be resistant or disinclined to accommodate the educational needs of gifted students in their practice.…”