The purpose of this qualitative study was to analyze the reflective comments made by teacher candidates (TCs) after they participated in weekly discussions about the tween novel Ungifted by Korman (2012). The TCs attended at a regional Pacific Northwest university, majoring or minoring in various educational fields. After reading and discussing the topic of giftedness as it related to their engagement with the novel, the TCs wrote a reflective essay about their new understandings of teaching the gifted. Using the constant-comparative method, the essays from three sections of the course over a three-year period were read and reread for identifiable themes. The TCs shared their new understandings of relevant issues of related to giftedness; implications for teaching the gifted; and ideas for teaching the gifted. The development of awareness about teaching the gifted is discussed.
Walker, Sharryn Larsen and Castillo, Wendie Lappin
"Ungifted: Teacher Candidates’ Understanding of Giftedness through Literature Circles,"
Literacy Practice and Research: Vol. 48:
1, Article 4.
Available at: https://digitalcommons.fiu.edu/lpr/vol48/iss1/4
Curriculum and Instruction Commons, Elementary Education Commons, Gifted Education Commons, Language and Literacy Education Commons, Secondary Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons