Attitudes of 1,200 Educators toward the Education of the Gifted and Talented: Implications for Teacher Preparation

Abstract

The purpose of this study was to provide recommendations for teacher preparation in gifted education to directors of inservice and university training programs. Recommendations were based on the responses of 1,220 kindergarten through 12th educators to a modified Likert attitude scale regarding gifted identification, programming, behavioral characteristics, and teacher recommendations for gifted programming and teacher preparation. Also investigated were the relationships between five teacher characteristics and attitudes toward the gifted/talented. The most salient teacher preparation needs were found to be: increasing the accuracy and scope of talent identification, acquiring accurate information regarding acceleration techniques and consequences, and encouraging creative and affective development of the gifted/talented. Significant differences in attitudes were related to number of years of teaching experience, grade level and gifted/talented inservice experience.

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