文章基本信息

标题：Early career teachers’ beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students
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作者：Leonie Rowan ; Geraldine Townend ; Bronwyn Frances Ewing 等
期刊名称：Cogent Education
电子版ISSN：2331-186X
出版年度：2016
卷号：3
期号：1
页码：1242458
DOI：10.1080/2331186X.2016.1242458
语种：English
出版社：Taylor and Francis Ltd
摘要：Abstract 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.
关键词：gifted education ; teacher beliefs ; teacher education ; teacher professional development ; early career teachers ; student diversity