Teacher education for gifted students (especially branch teachers) has different models. Some of teachers have only bachelor degree, some of have master or PhD, some of have certificate about gifted education or etc. What is your opinion about this issue? How can be teached gifted students' teachers?
merhaba Emre Hocam.nasilsiniz? oncelikle bu konuda kesinlikle öğretmen eğitiminin şart -hatta cok cok önemli bir sart olduğunu söyleyebilirim. hatta ilginç bir tesadüftür ki, daha bu sabah, bir öğrencimle BSM hakkında ihtiyaç ve beklentiler konusunda bir calisma duşunduk. eger sizin için de uygun olursa, aslında bunu iller ve bölgeler bazında calisarak, güzel bir calisma-hatta önemli bir ihtiyacı ortaya koyabiliriz. cevabınızı beklerim. simdiden iyi calismalar ve kolaylıklar dilerim. Saygılarımla
Merhaba Yasemin hocam iyiyim teşekkür ederim siz de iyisinizdir umarım. Hocam ben de tez konusu olarak Fen bilgisi öğretmenleriyle bu konu üzerinde çalışıyorum. Dediğiniz konuda tabiiki çalışmak isterim ihtiyaç eksiklik var zaten. İsterseniz ayrıntılı konuşabiliriz hocam. Saygılarımla
Perhaps there are programmes designed specifically to enhance the skills of those teaching gifted learners in some countries, but I am not aware of one where I work. Having said this, it seems to me that the central principle must be the simple concept of differentiation. Differentiation invites us to design strategies for meeting the needs of all our learners. Of course, some will be gifted, some will be of average ability while others might be of lower ability. The key is toi ensure that our lessons target all of these potential learners in our class. The questions to ask include: are all my learners engaging with my lesson? Do all learners have outcomes set for them which reflect their ability levels and are these outcomes being achieved? are our resources and strategies designed to bring out the best in all our learners regardless of their 'talents'/ability levels?. It seems to me that if appropriate outcomes are set for gifted learners and if these outcomes are achieved, then we would have acknowledged and taken care of both gited and other learners in our classes.
Having said this, perhaps your focus is on settings where streaming is taking to the extreme with gifted learners grouped together. I personally do not subscribe to that practice and, therefore, not the best person to offer advice in this regard.
Thank you for your reply Dr Gordon Ade-ojo. I think preservice teachers May be all of branches (primary school, science, maths etc.) should take differantation courses and practices in the college of education. If this will be effective, the education of gifted or non-gifted or the other type of students have art, music, science or physical talent will be ok? What do you think about? What should we do?
We should choose ecology model instead of behavioral model in terms of didactics, . Teachers should be skilled in the subjects they teach. Refer to French school; creativity is essential to get motivation.
There are organisations in the UK and the USA who do offer professional development for GATE teachers - London Gifted and Talented, NACE etc for the UK - but most of this is related to differentiation and identification of the children. Dealing with thses students can be achieved within classes by accelerated programmes or by recourse to Universities themselves who offer enrichment and advanced activities like the Mathlympics schemes and others reachable through National Associations. Even MENSA has some information although I am not a strict believer in their ideology.
I tend to agree with the idea that in the same way Quality First Teaching (http://my.optimus-education.com/what-do-we-really-mean-quality-first-teaching) is meant to address aspects of SEND ( https://www.gov.uk/topic/schools-colleges-childrens-services/special-educational-needs-disabilities) through -amongst other things - use of differentiation, gifted & talented should get a similar respective treatment.
You might find some of these resources useful:
http://maxwellgate.pbworks.com/w/file/fetch/49309724/GATEResearchDocLessonsLearnedEducatingGiftedTalented.pdf
https://www.nfer.ac.uk/nfer/PRE_PDF_Files/05_34_12.pdf
http://www.nsgt.org/differentiating-learning-for-gifted-students/
In my view, the preparation to be teachers for gifted students is not only about mastering the content (of any particular subjects) but also to ensure that the delivery of the content suits the learning need of the students. Hence, the important issue is not on what academic qualifications do the teachers have (definitely, the higher the better...), but it is on whether you understand the unique learning characteristics of the students. To better understand gifted students, in-service teachers should equip themselves with additional qualification that touches on the pedagogical approach, curriculum development, and psycho-educational support system tailored for this population of students provided by particular higher learning institutions (some are mentioned above). All in all, becoming a teacher for gifted students requires you to acquire some unique skills that may not be useful at all if you were to teach normal/average students.
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