TY - JOUR
T1 - Professional Development for Teachers of Gifted Education in Hong Kong
T2 - Instrument Validation and Training Effectiveness
AU - Cheung, Alan Chi Keung
AU - Shek, Daniel Tan Lei
AU - Hui, Anna Na Na
AU - Leung, Kim Hung
AU - Cheung, Ruby Shui Ha
N1 - Funding Information:
In 2016, the Project ‘Jockey Club “Giftedness into Flourishing Talents” Project’ (Project GIFT) was launched to promote school-based gifted education in Hong Kong. It was solely funded by the Hong Kong Jockey Club Charities Trust. Apart from developing enriched and differentiated curricula for students, the Project provided professional training in school-based gifted education to teachers. There were 20 project schools (experimental schools) and 8 non-project schools (control schools) joining the Project. Further details of the Project can be seen in [].
Funding Information:
This research was funded by the Hong Kong Jockey Club Charities Trust, which is provided by The Hong Kong Jockey Club. (The funding number of Project GIFT is 2016-0117).
Publisher Copyright:
© 2022 by the authors.
PY - 2022/8
Y1 - 2022/8
N2 - Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers’ knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers’ knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed.
AB - Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers’ knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers’ knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed.
KW - Hong Kong
KW - professional development
KW - program effectiveness
KW - scale validation
KW - school-based gifted education
UR - http://www.scopus.com/inward/record.url?scp=85136341457&partnerID=8YFLogxK
U2 - 10.3390/ijerph19159433
DO - 10.3390/ijerph19159433
M3 - Journal article
C2 - 35954786
AN - SCOPUS:85136341457
SN - 1661-7827
VL - 19
JO - International Journal of Environmental Research and Public Health
JF - International Journal of Environmental Research and Public Health
IS - 15
M1 - 9433
ER -