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A Case Study of Teachers of Gifted Learners: Moving From Prescribed Practice to Described Practitioners

University of South Florida

Two exemplary teachers of gifted learners were studied in order to get a better understanding of both teacher practices and teacher thoughts about those practices. Through extensive observation and in-depth interviews, these teachers demonstrated and discussed the qualities they felt to be essential for educating gifted learners. Though each teacher leads a different kind of classroom experience, both assert that (a) teaching gifted learners requires the framing of individualized and whole-group learning simultaneously, and (b) that the path a person takes to become a teacher of gifted learners is important. Equally significant is the way each of these teachers assimilates and combines some of the canonical ideas of gifted education. This kind of study is rare in our literature, but may be invaluable for teachers—pre-service teachers or those already working—who want to hone their skills in working with gifted learners.

Gifted Child Quarterly, Vol. 50, No. 2, 119-131 (2006)
DOI: 10.1177/001698620605000204


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