ABSTRACT
This chapter reviews selected literature on teacher preparation in gifted education with a focus on secondary issues and implications, to summarize the shift from certification to licensure in teacher preparation, to explore the revised teacher outcomes jointly developed by the Council for Exceptional Children (CEC) and the National Association for Gifted Children (NAGC), and to recommend the integration of specific secondary topics, readings, and resources into teacher preparation courses in gifted education. The literature on teacher preparation in gifted education is part of a broader knowledge based on teacher characteristics, proposed skills and competencies, and classroom practices with respect to high-ability learners. The interest in teacher characteristics with respect to high-ability learners has engaged the field over several decades. A rigorously designed held study compared trained and untrained teachers and found differences in classroom practice.
