Teacher Training

Initial Teacher Training

Preservice training is designed for individuals who have chosen to enter the teaching profession. This training for certification generally includes work that addresses theoretical perspectives, pedagogical practice, and educational psychology (such as the study of cognitive development, identity formation, strategies for classroom management, and suitable means of fostering and sustaining motivation). There is a practicum component to preservice education whereby teacher candidates learn “on the job” and receive feedback from experienced associates. Prospective teachers are encouraged to share their various learning experiences with their colleagues-in-training through discussion, meaningful activities, and online venues. Preservice offerings may or may not have a special education thrust, an umbrella under which the “gifted exceptionality” would likely fall. The amount of attention directly paid to gifted learning needs varies greatly from one preservice program and geographical locale to the next, although much of the literature in the field of gifted education argues for more, better, and appropriately targeted training provision in gifted-related matters. Initial teacher training programs often focus on subject-specific domains grounded in curricular requirements at various grade levels, prescribed standards of practice, familiarity with current research findings and resource materials, assessment procedures, relevant legislative matters, and how to facilitate a good learner-learning match for all students. Professionalism, a solid grasp of principles underlying learning and teaching, and an appreciation of diversity in context and how best to address it, are the cornerstones of such programs. Some preservice programs are longer than others, and they can range from a minimum of 10 months of training through to several years depending on the selected program of study. When there is a particular focus, such as gifted education, then the course would be geared to pertinent material to better equip teachers to address the needs of the target population. Ideally, those who provide this training are current, knowledgeable, and master teachers in their own right—effectively trained to train effectively. There are postgraduate level certification and advanced degree programs in place for educators who want to take on this sort of leadership role—and some teacher trainers will have been exposed to a rather generalized orientation with respect to topics such as child development, and how to differentiate for exceptionalities, whereas others will have received more of a gifted focus.

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