The Journal of the World Council for Gifted and Talented Children

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Teachers’ perceptions of desired teacher characteristics in various dimensions Per-test results show PDTG teachers rated the personal and cognitive characteristics higher compared with pullout center counterparts, and similar to school teachers. Meaning that, they already entered certification program with conceptions related to gifted education and teachers’ role. These conceptions may have been formed by personal experiences with gifted children at home or school. They might have also affected the lower level level of collectivism of Arab PDTG teachers interested in improving community and contributing to it by focusing on the individual gifted child. In addition, Arab PDTG teachers, still more collectivist compared with Jewish counterparts, may be experiencing a transition. This is consistent with previous findings, which might be explained by a longer exposure to teacher education system in Israel, which possesses a more individualistic orientation (Eilam 2002, 2003; Vidergor & Eilam, 2011). Pre-and-post-test examination within groups revealed no changes in the perception of personal and pedagogical characteristics, while a light negative change was detected in the cognitive dimension. This questionnaire, including an open-ended question and statements, referred to knowledge processing by influence of instruction. Research on conceptual change proposes that prior concepts are highly resistant to change, and some are attached to others, generating thoughts and conceptions. A revision to a concept requires revision to others (Posner et al., 1982). Most learning is additive and involves an enrichment of existing knowledge. Conceptual change cannot be achieved through additive mechanisms (Vosniadou, 1994). The use of additive mechanisms in situations requiring conceptual change is one of the major causes of misconceptions. Misconceptions are interpreted as individuals’ attempts to assimilate new information into existing conceptual structures that contain information contradictory to their view (Vosniadou, 1994). Most teachers attending PDTG program are experienced in teaching and possess firm opinions and pedagogical content knowledge formed by their personal experience. In order to create a significant conceptual change they should be exposed to a different type of experience. The slightly negative change in the perception of teachers’ desired cognitive characteristics among PDTG teachers attending Type 1 program might occur due to exposure to program for a shorter period of time. Studies suggest that the duration of professional development is related to the depth of teacher change (Shields, Marsh & Adelman, 1998; Weiss, Montgomery, Ridgway & Bond, 1998). Type 1 program (duration 4 semesters 4 semester hours) designed in clusters addressing different aspects of gifted education might face greater difficulties in transforming curriculum catering for PDTG teachers’ needs. Difficulties, detected in program design, and continuity of subjects addressed by invited lecturers, might affect teachers’ perceptions and the ability to construct coherent knowledge (Vidergor & Eilam, 2010). Direct impact of PDTG Knowledge and competencies An assessment of PDTG teachers’ perceptions of program contribution regarding knowledge and competencies revealed changes from per-to-post-test. School teachers interested in the field entered professional development program with a limited knowledge of what giftedness means, the unique characteristics of gifted students, and suitable planning and instructional strategies. As these aspects were taught to some extent during the two year duration of PDTG program, teachers, regardless of culture, felt they have gained a good perspective of gifted education. Teachers, possessing a somewhat limited view of the field, based on what they have been exposed to, feel competent and ready to teach gifted students. PDTG program investigated using a curriculum transformation model (Goodlad et al., 1979) detected difficulties in operational facet referring to lecturer, and subject matter; and experienced facet referring to program contribution and program disadvantages. Namely, difficulties in teaching relevant content, modeling and experiencing teaching strategies and learning environment suitable for gifted, resulted in some PDTG teachers finding theoretical and practical knowledge insufficient (Vidergor & Eilam, 2010). Type 2 program taking a different perspective of program design, focusing on developing PDTG teachers’ personal characteristics, in addition to gifted education aspects addressed (Vidergor & Eilam, 2010) may contribute to Type 2 teachers’ perceptions regarding knowledge and competencies acquired. Some Type 2 teachers might think that these personal development courses come at the expense of theoretical or practical aspects, addressed to the same extent in the program, therefore, showed less general satisfaction compared with Type 1 counterparts. Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 157
Conclusions The World Council for Gifted and Talented Children PDTG program had some impact on teachers of both cultures attending it for two years. There is no doubt that they have gained knowledge about the difference between teaching in a pullout program and a regular school, particularly from the point of view of the teacher’s role. By being exposed to various aspects of gifted education, teachers felt better equipped and prepared to teach gifted students. Still, there is a doubt whether they have processed what they have learnt, forming inter-connections and connections to their prior knowledge. Implications Certification program designers need to strive for the incorporation of observation and practicum in the PDTG program. The observation and practicum can take place in pullout centers for gifted available within program proximities. Another option would be guiding PDTG teachers on how to design pullout programs or resource centers for gifted and excellent students within regular school. Program coordinators, experienced in teaching gifted students, will monitor and assess teachers’ progress, using evaluation tools based on US standards, revised and adapted to local needs. The program needs to be be closely monitored and evaluated for several years until it is stabilized. Such evaluation will supply solutions to various problems encountered by different types of programs, or other local difficulties. It will enhance PDTG program impact and create a conceptual change in teachers’ minds, changing the perception of teacher’s role in the education of gifted students, and enable constant improvement. Program designers are additionally advised to raise their awareness of teachers’ cultural orientations, trying to design a program sensitive to teachers possessing collectivist orientations, accustomed to more conventional ways of teaching. This is mainly true for the coming years, when many more Jewish and Arab pullout center teachers are about to attend PDTG program, which will become a pre-requisite for teaching gifted students in Israel. Study significance The significance of this study is three fold. First, it can serve as a resource for professionals in the examination of direct and indirect impact of teachers’ professional development programs for teaching gifted students. Second, the study opens a new line of research relating to cultural differences among teachers. And finally, it establishes the international relevance of the American standards for teaching gifted students by employing them for the assessment of PDTG impact. Study limitations The current study examined teachers’ perceptions concerning knowledge acquired represented in the teaching-learning situation in pullout programs, characteristics of teachers of gifted students, and self assessment of knowledge and competencies. As it is known from the literature that self assessment of knowledge and competence is not similar to these dimensions being measured by objective tools (Ackerman, Beier & Bowen, 2002) such an evaluation might be insufficient. As certification program in Israel is in its initial stage and faces various difficulties, such evaluation of knowledge and competencies seemed irrelevant at that point. Teachers’ answers for open-ended question were brief and mainly expressed in phrases and points. A further examination of program outcomes by deep interviews with PDTG teachers can shed light on knowledge and competencies acquired, as well as, satisfaction with program design and relevance. An indirect assessment of PDTG teachers’ conceptual change might be accomplished by analysis of video or written case representations. An assessment of teachers’ knowledge and competences acquired could be carried out by final exam and classroom observations of PDTG graduates. A comparison of certification programs in different parts of the world could shed light on similarities and differences related to cultural orientations, program design and structure, knowledge acquired, and teachers’ perceptions of their roles as educators of gifted students. 158 Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011.
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Book Reviews The World Council for
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Examining Opinions and Challenging
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Finally, many thanks go to Kevin La
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Name Full-time Gifted Class Gail* A
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Table 4: The results of the (2x2) t
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undertaking the unit, with many com
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Figure 1: Pre & post scores for ite
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(1 st , 3 rd & 4 th were negatively
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This article argues that competitio
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inborn. In the case of Vietnam, ano
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the exam. This implied that success
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Humor Styles Questionnaire (HSQ). S
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The Journal of the World Council for Gifted and Talented Children

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