Starting small : a staged approach to professional development in gifted education

Watters, James Joseph & Diezmann, Carmel M. (2013) Starting small : a staged approach to professional development in gifted education. Australasian Journal of Gifted Education, 22(2), pp. 5-17.

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One of the potentially far reaching recommendations of the Senate Inquiry of 2001 was to fund professional development for teachers of gifted children under the Australian Government Quality Teacher Program (AGQTP). This funding was made available to all sectors of schooling and led to a number of initiatives to address the shortcomings in gifted education identified in the Senate Report. This paper reports on the initiatives undertaken by one sector over an eight-year period. The initiative began with a commitment from the sector to provide professional development in gifted education and later required that sector to address gifted education in their school renewal planning. A professional development program was planned and implemented in stages drawing on the AGQTP modules. However, teachers were encouraged to pursue an active role in instigating their own professional development priorities and needs. Thus, teachers within an action research framework collaboratively designed, implemented and reflected on projects which progressively expanded over a three year period. Initial projects focussed on their own teaching or context. In the second year of the three-year-cycle projects expanded to include colleagues. Finally, in the third year teachers assumed a leadership role in their schools or district and mentored other teachers beginning the program. The paper presents both qualitative and quantitative data on the experiences of the participating teachers and the long term impact on the capacity of the jurisdiction to provide enhanced opportunities for gifted children.

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ID Code: 67912
Item Type: Journal Article
Refereed: Yes
Additional Information: This article was first published in Vol. 22, No. 1, pp. 18-30 but the second author was left off. The publisher decided to republish the article in full in Issue 2 rather than an erratum. See the editorial in the journal for more details.
Additional URLs:
Keywords: Professional development, Teacher change, Action research, School renewal, Gifted education
ISSN: 1323-9686.
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 The Author(s)
Deposited On: 02 Mar 2014 23:11
Last Modified: 08 Mar 2014 00:44

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