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Expected Competencies of Teachers of Gifted Learners: Perspectives from Chinese Teachers and Students

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  • Mantak Yuen
  • Peter Westwood

Abstract

This study reports the perceptions of Chinese students and teachers concerning the essential competencies needed by teachers of gifted learners. The samples comprised 256 senior secondary school students and 95 regular mainstream secondary teachers in Hong Kong who completed a Chinese language version of the Gifted Teacher Competencies Questionnaire (Hultgren, 1981; Nelson & Prindle, 1992). Results indicated that both teachers and students held very similar beliefs about the competencies necessary for working with gifted learners with skills in promoting higher-order thinking, creative problem solving, and understanding the needs of gifted students rated highly by both groups. Statistically significant differences between teacher and student ratings were found only in four items with teachers rating more highly (i) skills in individual counseling of gifted students: (ii) ability to construct effective identification procedures; (iii) awareness of parent and community resources; and (iv) skills in fostering creative problem solving. The implications of the findings for teacher preparation and support are discussed, with particular reference to the implementation of gifted education programs in mainstream schools.

Suggested Citation

  • Mantak Yuen & Peter Westwood, 2004. "Expected Competencies of Teachers of Gifted Learners: Perspectives from Chinese Teachers and Students," Gifted and Talented International, Taylor & Francis Journals, vol. 19(1), pages 7-14, March.
    • Handle: RePEc:taf:ugtixx:v:19:y:2004:i:1:p:7-14
    DOI: 10.1080/15332276.2004.11673027
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