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Early Career Teachers' Beliefs about Their Preparedness to Teach: Implications for the Professional Development of Teachers Working with Gifted and Twice-Exceptional Students

Leonie Rowan, Geraldine Townend, Bronwyn Frances Ewing,

Academic Literature

2016

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. (As Provided)

Publication information

Journal/Publication : Cogent Education

Domain/s: Education

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