Abstract
What characterizes the ability to work with students in ways that appear to surpass notions of effectiveness or competence? What is the quality that makes some teachers “a teacher” in a deep sense? Research and conceptual frameworks that attempt to answer these questions are examined and a model is proposed for understanding and researching gifted teaching. The model is developmental, suggesting a hierarchical progression in the integration of understandings of self, other, and pedagogy. Central conceptual understanding is key to the model, providing a centrepiece for characterizing what makes a gifted educator. Implications for research and teacher education are discussed.
Keywords
- Gifted educators
- Giftedness
- Educator
- Development
- Neo-Piagetian theory
- Expertise
- Above-level testing
- Acceleration
- Center for Talented Youth
- Discovery
- Description
- Development
- Dissemination
- Early college entrance
- Gender differences
- Predictive validity
- Social and emotional adjustment
- Study of Exceptional Talent
- Study of Mathematically Precocious Youth
- Talent Search
- Twice-exceptional students
May my teaching drop like the rain, my speech condense like the dew; like gentle rain on grass, like showers on new growth.
Deuteronomy 32:2
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Porath, M. (2009). What Makes a Gifted Educator? A Design for Development. In: Shavinina, L.V. (eds) International Handbook on Giftedness. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6162-2_40
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