Incorporating the 10 Global Principles for Professional Learning in Gifted Education: Teacher Self-Assessment of Competencies

Balanced research and practice

According to Kočvarová, Machů and Petrujová (2016), more than 46% of lower secondary education teachers (n = 922) in the Czech Republic reported their university preparation programs and professional learning experiences lacked the topic of giftedness. However, those teachers with more experience with gifted students in their classrooms and training indicated slightly positive self-assessment compared with teachers with fewer experiences with gifted students. This study underscores the need for positive change in legislative policies, mandated inclusion of gifted education, and guidance merging policy and practice in schools. Our six week study with primary teachers conducted pre- and post-intervention focus groups to measure teacher self-assessment of essential content, skills, and dispositions related to gifted students and inclusive practices in their classrooms. We based self-assessment on the 10 Global Principles for Professional Learning in Gifted Education (WCGTC, 2021). Results indicated teachers found traditional instructional activities less inclusive, and they needed specialized interventions.