Enhancing Preservice Teacher Development: Field Experiences with Gifted Students

Abstract

During 3 field experience visits, 23 elementary preservice teachers implemented mathematical problem-solving tasks with grade 3-6 gifted students. Researchers investigated what the teachers learned about gifted students regarding student characteristics, mathematical problem-solving tasks, and pedagogy. Each teacher completed a pre-and post-journal, detailing what they expected to occur and then describing what occurred and how their initial expectations were altered. Further, no training was provided regarding gifted students or conceptions of giftedness in previous coursework. Researchers found that teachers broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered instruction. These results contribute to the promise of having preservice teachers engage in a field experience with gifted students to supplement discussions about gifted education in methods courses.

Gifted Students’ Views About Teachers’ Desired Characteristics

“…A teacher working with gifted students must determine the scope of mutual interaction and in-class activities, considering whether or not to meet students' requirements (Chamberlin & Chamberlin, 2010). There are new roles for teachers nowadays; teachers must leave their old roles behind which only required the transference of knowledge and must turn into guides offering the most suitable conditions for the students.…”

Research On and Activities For Mathematically Gifted Students

“…In addition, for teachers of mathematically talented students, she also recommended that they should understand a wide range of mathematics concepts and skills, have a "toolbox" of problem solving heuristics, love math, and be armed with challenging and engaging mathematical problems. Chamberlin and Chamberlin (2010) summarized the needed competencies of teachers of gifted students as knowledge of student needs; skill in promoting higher-level thinking, creativity and problem solving; development of a differentiated curriculum with multiple resources, enrichment and acceleration; creation of a safe, flexible, learner-centered environment; and avoidance of rote memorization and overreliance on gifted students as tutors. Leikin (2011) used one example of a teacher of mathematically gifted she called 'outstanding' to reveal several similar characteristics that his students valued the most, with the addition of a category on the teacher's relationship to the students.…”

“…In a study by Chamberlin and Chamberlin (2010), pre-service teachers enrolled in a mathematics teaching methods course, without having special training in teaching the gifted, were asked to choose tasks they found appropriate to use with gifted students and to implement them in a real classroom setting. According to participants' reports, teachers seemed to have broadened their view of giftedness, recognized the need to adapt instruction for gifted students, made efforts to align problem-solving tasks with gifted students' readiness and interests, realized the necessity of knowing students to differentiate instruction, and emphasized student-centered approaches.…”

Niños con altas capacidades: Análisis de las variables familiares implicadas en el desarrollo del potencial

“…Se elaboró una lista de chequeo para padres de familia con el propósito de conocer sus características, para su diseño se consideraron algunas dimensiones que han sido reportadas en distintos estudios desarrollados con los alumnos que presentan altas capacidades (Borges et al, 2006;Chamberlin & Chamberlin, 2010;Elices, Palazuelo & Del Caño, 2006;Gómez & Valadez, 2010;Hernández & Borges, 2010;Manzano & Arranz, 2008;Morawska & Sanders, 2009;Zeynep & Bayindir, 2009). Después de la identificación de los estudiantes se contactó a los padres de familia, para que asistieran a una junta y se solicitó su ayuda para contestar la lista de chequeo.…”