Impact on Teaching: Consistent Knowledge Development, Reflection and Practice
Keywords:
Knowledge; Practical knowledge, Experience,Interest,Reflection,ApplicationAbstract
Application of professional knowledge is developed and
practiced through teacher experiences and reflection. If we want to
understand the practices of teachers’ teaching gifted students, it is
essential to understand the development of practices with gifted
students and their professional knowledge development as active
practitioners. It is imperative to know what diverse factors lead to their
own professional knowledge in their unique situations. The teacher is
one of the most important factors in providing high quality of
education. Gifted education is no exception. Teachers of gifted students
should know how to implement interventions with diverse learners and
learners with unique needs. This research is a case study of two earlier
career teachers in gifted education participating in professional
development. We focused on how teachers’ needs combine with
practicum experience result in individual unique professional
knowledge. The results are as follows. The first, even though they are
both beginning teachers of the gifted, their development phases as
teachers of the gifted were different depending on their previous
experience. The second, there different previous experience and
practicum experience determined the direction and degree of the
development of professional knowledge. The third, unique contexts are
different from regular teacher, especially, isolation was a big barrier for
their development. The last, their development was different due to
their passion about teaching gifted students and continuous reflection
on their practice and students reaction were strong motives for the
development of their professional knowledge.
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