A considerable body of literature in gifted education espouses teacher qualities that promote talent development. A perusal of approximately 20 references, from the 1950s to date, reveals more than 140 different characteristics desirable for gifted education teachers. A closer examination finds lists consist predominantly of knowledge and skills. Knowledge includes anticipated areas such as the nature and needs of students and differentiated instruction, but also specifically test construction. Some lists speak to knowledge of creativity; some do not.

An abundance of skills are suggested, such as being able to understand giftedness, think complexly, and use questioning techniques. Developing a suitable environment is named in approximately half of the time; however, this might be described in terms of safety, warmth, caring, learner-centeredness or even permissiveness. Differences surface ...

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