Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners

Abstract

Preservice teachers face formidable tasks of planning and management as they enter the classroom for the first time as professionals. They also bring with them mental imprints of what teaching and leaming are like, images gained not from their professional preparation programs, but from their years as students. Once in the role of teacher, those views may be reinforced by the circumstances of their apprenticeship. This qualitative study reports five themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners such as gifted, remedial, and special education learners.