The gifted dimension of the Australian professional standards for teachers : Implications for professional learning

The Australian Curriculum (ACARA, 2016, v.8.2) acknowledges that gifted and talented students are diverse and require educational provisions that meet their special needs. However, without professional learning in gifted education, teachers are ill-equipped to understand, identify and provide for gi...

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Bibliographic Details
Published in:The Australian journal of teacher education 2016-08, Vol.41 (8), p.60-83
Main Authors: Henderson, Lesley, Jarvis, Jane
Format: Article
Language:English
Subjects:
Academically gifted
Australia
Australian Professional Standards for Teachers
Curriculum
Educational Quality
Faculty Development
Foreign Countries
Gifted
Inclusion
Knowledge Base for Teaching
Literature Reviews
National Curriculum
Primary secondary education
Professional development
Student Educational Objectives
Student Needs
Talent
Talent development
Teacher Effectiveness
Teacher improvement
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Summary:The Australian Curriculum (ACARA, 2016, v.8.2) acknowledges that gifted and talented students are diverse and require educational provisions that meet their special needs. However, without professional learning in gifted education, teachers are ill-equipped to understand, identify and provide for gifted students. This article reviews the literature in the field to argue for consideration of a 'gifted dimension' as an elaboration of the Australian Professional Standards for Teachers (AITSL, 2011). As all teachers will teach gifted and talented children, it is important to define the elements of quality teaching that are inclusive of high ability students in the Australian context and contribute to a professional learning agenda for all teachers. [Author abstract]
ISSN:0313-5373
1835-517X
DOI:10.14221/ajte.2016v41n8.4