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  • Early career teachers' beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students

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    Author(s)
    Rowan, Leonie
    Townend, Geraldine
    Griffith University Author(s)
    Rowan, Leonie
    Year published
    2016
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    Abstract
    Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused professional learning opportunities challenging; responding to this significant gap in the literature—and its implications for the support of early career teachers—this article reports on results from a large-scale, mixed-methods Australian research project that investigated 971 newly graduated ...
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    Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused professional learning opportunities challenging; responding to this significant gap in the literature—and its implications for the support of early career teachers—this article reports on results from a large-scale, mixed-methods Australian research project that investigated 971 newly graduated teachers’ beliefs about their preparedness to meet the needs of diverse students. Drawing upon this unique data-set, the paper identifies three key areas where beginning teachers felt less than prepared: teaching students with diverse abilities, supporting students with disability and communicating sensitively with parents. The paper then identifies implications of this research for the professional development of teachers.
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    Journal Title
    Cogent Education
    Volume
    3
    Issue
    1
    DOI
    https://doi.org/10.1080/2331186X.2016.1242458
    Copyright Statement
    © 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
    Subject
    Education systems
    Curriculum and pedagogy
    Specialist studies in education
    Teacher education and professional development of educators
    Publication URI
    http://hdl.handle.net/10072/101011
    Collection
    • Journal articles

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