Does the Teacher of the Gifted Need to Be Gifted

Bibliographic Data

ID15413393
AuthorsWilma Vialle (0000-0002-5173-6339, University of Wollongong, corresponding author), Siobhan Quigley (University of Wollongong)
Year2002
Volume17
Issue2
Pages85-90
Publication date2002-09-01
Open AccessNo
TypeARTICLE
VenueGifted and Talented International (JOURNAL)
Journal identifiersISSN: 1533-2276 • E-ISSN: 2470-9565
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15332276.2002.11672992
OpenAlexW1493101803
LanguageEN
Citations received8
References cited25

This paper reports on the first phase of a study investigating the qualities of effective teachers from the perspective of gifted students. A questionnaire was administered to students in Years 7, 9 and 11 at an academically selective high school in New South Wales, Australia. The data demonstrated that the personal-social qualities of the teachers were more highly valued than their intellectual qualities although there was a shift between Year 7 and Year 11 toward the intellectual end of the continuum. Overall there were no gender differences but in Year 9, girls favored the teacher’s personal characteristics more than their male counterparts. The open-ended questions, however, demonstrated that the characteristics (personal-social vs intellectual) cannot be neatly dichotomised. Recommendations are made for teacher training

Cognition · Developmental psychology · Gifted education · Intellectual ability · Mathematics education · Pedagogy · Perspective (graphical · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Psychology · Teacher Professional Development and Motivation

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