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dc.contributor.authorRowan, Leonie
dc.contributor.authorTownend, Geraldine
dc.date.accessioned2018-01-18T23:42:48Z
dc.date.available2018-01-18T23:42:48Z
dc.date.issued2016
dc.identifier.issn2331-186X
dc.identifier.doi10.1080/2331186X.2016.1242458
dc.identifier.urihttp://hdl.handle.net/10072/101011
dc.description.abstractTeachers 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherCogent OA, Taylor & Francis Group
dc.relation.ispartofpagefrom1242458-1
dc.relation.ispartofpageto1242458-25
dc.relation.ispartofissue1
dc.relation.ispartofjournalCogent Education
dc.relation.ispartofvolume3
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130313
dc.subject.fieldofresearchcode1301
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleEarly career teachers' beliefs about their preparedness to teach: Implications for the professional development of teachers working with gifted and twice-exceptional students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/4.0/
dc.description.versionPublished
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 2016 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
gro.hasfulltextFull Text
gro.griffith.authorTownend, Geraldine
gro.griffith.authorRowan, Leonie


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