The focus of this study was preservice teachers' understandings of and preparedness for gifted and talented education. The preservice teachers in this study were enrolled in their final year of a four-year Bachelor of Education (Primary) degree in 2007 at a tertiary institution located in rural New South Wales, Australia. Both quantitative and qualitative data were collected and a range of procedures, including a modified Q-sort, content analysis, and thematic analysis, were adopted to analyse the data. The analyses revealed that enrichment and extension were the two types of educational provision most preferred by the sampled preservice teachers, and that the mainstream classroom, combined with ability grouping or a withdrawal program, was the grouping strategy favoured by the sample. Another key finding was that the preservice teachers were desperately lacking in confidence where gifted and talented education was concerned. The implications of the results for tertiary educators and course designers are highlighted and consideration is given to future research options.
|Number of pages||14|
|Journal||Australasian Journal of Gifted Education|
|Publication status||Published - 2008|