The Extent, Nature and Effectiveness of Planned Approaches in ...

giftedness and talent and offer differentiated instruction. A proponent of inclusive education, Sapon-Shevin (1994/95) believes that inclusion means providing ongoing support for teachers and breakingdown the barriers of professional isolation. This also means preparing and supporting teachers to teachin ways that will benefit the learning of all students, including those who are gifted and talented. Infact, some argue that professional development in gifted and talented education enhances educationalopportunities for all students (Clark, 1997; Gosfield, 2002; Renzulli, 1994). Gifted education has longbeen a laboratory for innovative educational practices and as a result it is now recognised that many ofthe strategies originally designed for gifted and talented students are now considered appropriate forall students (Croft, 2003; Shore & Delcourt, 1996).Secondly, these initiatives acknowledge that, “… gifted education is seldom addressed (beyond achapter, a one-off lecture, an optional paper), within pre-service education” (Ministry of Education,2000, p. 10). This extends to in-service professional development, as a ‘much-neglected’ area(Working Party of Gifted Education, 2001). This has all come to the forefront in recent years with “asignificant increase in the awareness of schools and teachers of the need to provide more effectivelyfor their gifted and talented students” (Working Party on Gifted Education, 2001, no page given). TheMinistry believes that one way to build the capability of schools in meeting their obligations to giftedand talented students, as well as other diverse groups, is to provide professional development.The recommendations and initiatives raise questions regarding what skills, competencies, and qualitieseffective teachers of gifted and talented students require, and how those might be gained. This sectiongives an overview of the possible answers to those questions. However, as with other elements of thisreview of the literature, the empirical research related to the qualities, abilities, and skills needed byteachers in order to effectively meet the needs of gifted and talented students is limited. As Clark andZimmerman (2002) state, “Most of what has been written about teachers for gifted students is‘armchair speculation’ rather than the result of research” (p. 164).Teachers of gifted and talented students. The effective teacher of gifted and talented students requiresa ‘complex mix’ of personality characteristics, knowledge and skills, professional attitudes, andteaching approaches and strategies (Vialle & Quigley, 2002). Among the competencies cited in theliterature, many relate to personal characteristics and qualities. George (1997) describes the types ofpersonal qualities which characterise the ‘ideal’ teacher of gifted and talented students: flexible;caring; responsive; humorous; enthusiastic; empathetic; creative; honest; dynamic; resourceful; andinformed. These qualities are desirable for all teachers of all students. However, Croft (2003)maintains that additional teacher qualities are required to be responsive to the unique needs of giftedand talented students.A teacher who is perceived as effectively identifying and meeting the needs of gifted and talentedstudents:• Has a broad general knowledge (Feldhusen, 1997; Maker, 1983), coupled with a sophisticatedcontent knowledge in specific areas (Croft, 2003; Gallagher, 2000; Renzulli & Reis, 1986);• Strives for high achievement or excellence (Feldhusen, 1997);• Is highly intelligent (Feldhusen, 1997; Hansen & Feldhusen, 1994);• Has cultural and intellectual interests (Feldhusen, 1997; Hansen & Feldhusen, 1994);• Is enthusiastic about giftedness and talent (Feldhusen, 1997; Freeman, 1998; George, 1997;Hansen & Feldhusen, 1994; Kennedy, 1995; Vialle & Quigley, 2002);• Relates well to talented people (Feldhusen, 1997);• Is culturally appreciative, aware, knowledgeable, and understanding (Bevan-Brown, 1996);• Understands and is able to relate the theory of gifted education to classroom practice (Bain,Bourgeois, & Pappas, 2003; Braggett, 1998b; Croft, 2003; Teare, 1997; Van Tasssel-Baska,1986c; Vialle & Quigley, 2002); and152