Gifted Education Teachers
Knowledge, Skills, and Dispositions in Thoughts and Actions
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Considerable literature exists about teacherqualities that promoted talent development in generaleducation and specialized settings. Talented teachersare the most important means of reaching giftedstudents (Feldhusen, Van Tassel-Baska, & Seeley,1989; Renzulli, 1987). What do these teachers know,do, and believe to bring out the best in students oftalent? A surprising gap revealed little research and vaguestandards of the knowledge, skills, and dispositions(attitudes) of a gifted and talented teacher. Thenaturalistic inquiry study named, categorized, andstudied, key qualities using Costa s (2001...
Considerable literature exists about teacher
qualities that promoted talent development in general
education and specialized settings. Talented teachers
are the most important means of reaching gifted
students (Feldhusen, Van Tassel-Baska, & Seeley,
1989; Renzulli, 1987). What do these teachers know,
do, and believe to bring out the best in students of
talent?
A surprising gap revealed little research and vague
standards of the knowledge, skills, and dispositions
(attitudes) of a gifted and talented teacher. The
naturalistic inquiry study named, categorized, and
studied, key qualities using Costa s (2001) habits of
mind as a conceptual organizer. Results indicated
teachers with reputational expertise display the
habits regularly and articulate well their thoughts
and dispositions. Reputational expertise surfaced
stronger with wonderment, learning continuously, and
commitment to policy; (Costa, 2001, p. 9).
The study raises intriguing questions relative to
preparing teachers to work with bright students,
preparation for teaching at various age levels, and
about the implicit curricula of teacher education.
qualities that promoted talent development in general
education and specialized settings. Talented teachers
are the most important means of reaching gifted
students (Feldhusen, Van Tassel-Baska, & Seeley,
1989; Renzulli, 1987). What do these teachers know,
do, and believe to bring out the best in students of
talent?
A surprising gap revealed little research and vague
standards of the knowledge, skills, and dispositions
(attitudes) of a gifted and talented teacher. The
naturalistic inquiry study named, categorized, and
studied, key qualities using Costa s (2001) habits of
mind as a conceptual organizer. Results indicated
teachers with reputational expertise display the
habits regularly and articulate well their thoughts
and dispositions. Reputational expertise surfaced
stronger with wonderment, learning continuously, and
commitment to policy; (Costa, 2001, p. 9).
The study raises intriguing questions relative to
preparing teachers to work with bright students,
preparation for teaching at various age levels, and
about the implicit curricula of teacher education.
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