Teacher Attitudes

Intelligence as a Criterial Quality

The most frequently cited quality necessary to teaching bright students successfully is the teacher's superior intelligence or intelligence similar to the students they teach. This quality is proffered in more than half of the references reviewed spanning 1954 to 2004. In approximately a third of the references, others similarly assert gifted education teachers need to possess advanced subject matter knowledge; however, neither assertion is supported by empirical evidence.

Lack of Framework for Teacher Preparation

Although the gifted education field is replete with frameworks for conceptualizing giftedness, identifying students, and programming for these learners, there has not been a parallel development of conceptual frameworks for preparing their teachers. It is generally agreed that gifted education teachers need specialized training or licensure. Frameworks for this training have been lacking, yet talented teachers continued to be touted as the most important means of reaching gifted and talented students. Guidance from empirical research is needed for those who prepare teachers to work with gifted and talented students.

Attitudes that Make a Difference

Studies reviewed did not specifically delineate between knowledge, skills, and attitudes of teachers nor was there an accepted framework by which to analyze attitudes of gifted education teachers who taught with reputational expertise. Instead, lists of characteristics and competencies were vague, diverse, and occasionally contradictory. Many studies were considered only secondary sources, only citing other authors. Of the more than 20 studies uncovered in a comprehensive search of the extant literature, few employed actual interviews of gifted education teachers. Others used checklists and student or teacher surveys. Methodology employing direct observation of teachers in action in the classroom was rare. In two qualitative studies found, one examined a single teacher; the other a specialized setting with teachers as facilitators. Lack of research and only vague standards to describe the attitudes related to teachers who possess reputational expertise calls for rigorous research using direct observation and personal reflection.

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