Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students

Cogent Education

Leonie Rowan¹  Geraldine Townend¹ 

[1] Griffith University;

关键词: gifted education;    teacher beliefs;    teacher education;    teacher professional development;    early career teachers;    student diversity;   

DOI  :  10.1080/2331186X.2016.1242458

来源: DOAJ

【 摘 要 】

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.

【 授权许可】

Unknown