Considerations for Professional Learning Supporting Teachers of the Gifted in Pedagogical Content Knowledge

Autor/inn/en	Weber, Christine L.; Mofield, Emily L.
Titel	Considerations for Professional Learning Supporting Teachers of the Gifted in Pedagogical Content Knowledge
Quelle	In: Gifted Child Today, 46 (2023) 2, S.128-141 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weber, Christine L.) ORCID (Mofield, Emily L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/10762175221149258
Schlagwörter	Special Education Teachers; Academically Gifted; Pedagogical Content Knowledge; Talent Development; Professional Education; Individualized Instruction; Student Evaluation; Faculty Development; Curriculum Development; Needs Assessment + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Begabtenförderung; Talentförderung; Berufsausbildung; Individualisierender Unterricht; Schulnote; Studentische Bewertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bedarfsermittlung
Abstract	Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers' PCK and skills with gifted and high-potential students. These considerations are presented through the lens of the professional learning literature, the recent global principles of professional learning established by the World Council for Gifted and Talented Children, and the talent development paradigm. Two questions are addressed including: What is high-quality professional learning and how does it differ for educators of gifted learners? What needs to be emphasized when planning professional learning for supporting teachers' PCK? The importance of strengthening teachers' understanding of specific content knowledge and how to teach it through differentiated professional learning experiences using preassessments and then evaluating the effectiveness of those experiences are key for improving student results. Ongoing administrative support needs to be provided to teachers applying differentiated curricular and instructional approaches with gifted students. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01