ABSTRACT
Although the best way to provide opportunities for educators to analyze and reflect on various situations in education is through field experiences and hands-on practice, it is not always easy or even possible to organize such encounters with experienced professionals, especially in the field of gifted education. It is important to note these novice teachers also ranked interactive and cooperative learning as a method of presentation that would be most meaningful or appealing for the delivery of professional development. The learning scenarios encourage a detailed analysis and critical reflection of the most current and prevalent issues in gifted education, such as identifying gifted children of poverty, differentiating instruction, implementing grouping practices, meeting social and emotional needs, serving twice-exceptional students, incorporating Response to Intervention (RtI), and facing the reality of limited resources. Case studies provide an opportunity for both the prospective teacher and in-service teacher to begin anticipating the issues that they might encounter and be required to resolve.
