TY - JOUR
T1 - “I Have Removed My Ceiling”
T2 - Qualitative Experiences of Teachers on Their Professional Development
AU - Garces-Bacsal, Rhoda Myra
AU - Elhoweris, Hala
AU - Mohamed, Ahmed
AU - Almuhairy, Osha
AU - Safi, Mohammad
AU - Moustafa, Ashraf
AU - Alzyoudi, Mohammed
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the College of Education, United Arab Emirates University.
Publisher Copyright:
© The Author(s) 2022.
PY - 2022/6
Y1 - 2022/6
N2 - Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.
AB - Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.
KW - effective teachers of the gifted
KW - professional development
KW - qualitative research
KW - teacher education
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U2 - 10.1177/01623532221085954
DO - 10.1177/01623532221085954
M3 - Article
AN - SCOPUS:85129126288
SN - 0162-3532
VL - 45
SP - 111
EP - 134
JO - Journal for the Education of the Gifted
JF - Journal for the Education of the Gifted
IS - 2
ER -