Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective

Chan, David W.

doi:10.1080/02783193.2011.580499

Cited by 29 publications

(52 citation statements)

References 17 publications

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“…Could we speculate, then, that all teachers should possess the same characteristics (Chan, 2011)? The required competencies might differ for specific content domains and specific gifted subpopulations, whether disadvantaged, underachieving or creative (Feldhusen, 1997).…”

Section: A Gifted Teachermentioning

confidence: 99%

Should the teacher of the gifted be gifted?

Rosemarin

2013

Gifted Education International

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There are relatively few research studies focusing on the understanding of teachers of gifted learners, though it is assumed that not all teachers should be assigned to teach the gifted. Most of the studies investigated this issue by examining the perceptions of teachers and students. In most of those studies the results show a preference to the social qualities of the teacher. The ability to respond to students as individuals is considered a central component of successful teaching. Yet, experimental studies show different results. Mills (2003) found that the characteristics of effective teachers of the gifted were similar to those typically ascribed to the gifted students. How important are the teaching skills of the teachers of the gifted? And how significant is his or her expertise in the field? Because the gifted population is not homogeneous, it seems that different students would have different preferences. Yet, it could be concluded that in order to be a successful mediator for gifted students, one would undoubtedly have to be intelligent enough to be able to understand their way of thinking, knowledgeable enough to be able to challenge them and, last but not least, emotionally intelligent.

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Section: A Gifted Teachermentioning

confidence: 99%

Should the teacher of the gifted be gifted?

Rosemarin

2013

Gifted Education International

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“…Future research could focus on teacher training. How well do teachers in such programs measure up to Chan's (2011) criteria of highly effective teachers in gifted programs in general? The required competencies of teachers in gifted education might differ based on the specific content domains and target gifted subpopulations (see Feldhusen, 1997); however, Chan (2011, cited Dubner, 1980 explained that ideal teacher competencies should include effective approaches to different subgroups of gifted and talented children, sensitivity to individual student needs, and the capabilities to meet these needs.…”

Section: Discussionmentioning

confidence: 99%

“…Students participate in theory courses, hands-on research, and extracurricular activities to encourage improvement of skills, teamwork, and leadership. The study by Chan (2011) could be most relevant with this paper's context on evaluating the effectiveness of SARSI through the evaluation criteria of its teachers' effectiveness. Chan (2011) further emphasized the importance of considering students' perceptions on not only general but also domainspecific (e.g.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

“…The study by Chan (2011) could be most relevant with this paper's context on evaluating the effectiveness of SARSI through the evaluation criteria of its teachers' effectiveness. Chan (2011) further emphasized the importance of considering students' perceptions on not only general but also domainspecific (e.g. science, arts, and music) characteristics and competencies of teachers for gifted learners when evaluating a gifted learning program.…”

Section: Literature Review and Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness of the Summer Immersion Program for Developing Time Management and Metacognitive Thinking Life Skills among Female Secondary School Students in Saudi Arabia

Alghamdi¹,

Abdulsalam²

2018

J. educ. psychol. stud.

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This research aimed at examining the effectiveness of the Saudi Aramco Research Science Initiative (SARSI) Summer Immersion training program for developing time management and meta cognitive thinking life skills among female gifted secondary school students. The research sample comprised 31 female gifted students enrolled in various Saudi secondary schools. Their ages ranged from 15 to 17 years old with an average age of 16.23. The Abdul Salam scale was used for the measuring time-management performance and metacognitive thinking skills in the pre-and post-assessment of the SARSI program. Statistical analysis revealed significant differences between the students' pre-and post-assessments on: a) time management skills; b) the overall meta cognitive thinking life skills and c) two subcategories of metacognitive skills: planning and self-monitoring. However, no significant differences were identified in the pre-and post-assessment for self-assessment.

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“…Reviewing past surveys on successful teachers' competences in working with gifted and talented students, Chan (2001) addressed the following three dimensions: (a) the cognitive dimension -teaching thinking skills, problem solving, and creativity; (b) the personal ability to interact with students effectively and to use appropriate motivational techniques; and (c) the pedagogical competence to conduct student-directed activities and facilitate independent research. Researchers noted that the competences needed to teach specific content domains may vary, as the teaching of science and mathematics is significantly different from teaching art and music.…”

Section: Teachers' Perceptions Of Teachers' Desired Characteristicsmentioning

confidence: 99%

Applied Practice for Educators of Gifted and Able Learners

Vidergor¹,

Harris²

2015

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Characteristics and Competencies of Teachers of Gifted Learners: The Hong Kong Student Perspective

Cited by 29 publications

References 17 publications

Should the teacher of the gifted be gifted?

Should the teacher of the gifted be gifted?

The Effectiveness of the Summer Immersion Program for Developing Time Management and Metacognitive Thinking Life Skills among Female Secondary School Students in Saudi Arabia

Applied Practice for Educators of Gifted and Able Learners

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