Teacher Education Standards for the Field of Gifted Education: A Vision of Coherence for Personnel Preparation in the 21st Century

Teacher standards for gifted education are a necessary feature of ensuring that the top learners in the society are adequately identified and nurtured in the context of school settings. A standards-based approach to personnel preparation offers many advantages for fields and disciplines. The content...

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Bibliographic Details
Published in:The Gifted child quarterly 2007-04, Vol.51 (2), p.182-205
Main Authors: VanTassel-Baska, Joyce, Johnsen, Susan K.
Format: Article
Language:English
Subjects:
Academic Standards
Cooperative Planning
Educational Change
Educational Environment
Educational Quality
Educational Strategies
Ethics
Gifted
Gifted children
Gifted education
Individual Differences
Interaction
Interpersonal Communication
Interpersonal Competence
Learning
Learning Strategies
Planning
Social Influences
Student Characteristics
Student Development
Student Evaluation
Students
Teacher Behavior
Teacher Collaboration
Teacher Competencies
Teacher Education
Teacher Qualifications
Teaching Methods
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Summary:Teacher standards for gifted education are a necessary feature of ensuring that the top learners in the society are adequately identified and nurtured in the context of school settings. A standards-based approach to personnel preparation offers many advantages for fields and disciplines. The content of standards at P-12 levels help to ensure that students learn what they need to know for high-level functioning in the 21st century. In this article, the authors discuss teacher education standards for the field of gifted education. They begin by providing an analysis of differences of the older set of standards, initially developed by the Council for Exceptional Children, from the current teacher education standards. Then, they discuss the 10 CEC content standards--(1) foundations; (2) development and characteristics of learners; (3) individual learning differences; (4) instructional strategies; (5) learning environments and social interactions; (6) language and communication; (7) instructional planning; (8) assessment; (9) professional and ethical practice; and (10) collaboration--and present summaries of annotated references for each of the standards. They conclude this article by sharing a few special challenges that the new standards will present for universities and the field to consider. These challenges represent issues associated with a lack of resources, a fragmented state system of personnel preparation, and internal philosophical conflicts about gifted education.
ISSN:0016-9862
1934-9041
DOI:10.1177/0016986207299880