DOI

10.1177/0016986217722616

Abstract

This paper theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s (2006) model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as six months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s (2006) model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.

Document Type

Pre-print Article

Publication Date

2017

Publisher Statement

Copyright © 2017, Gifted Child Quarterly.

DOI:10.1177/0016986217722616.

The definitive version is available at: Sage Journals.

Full citation:

Edinger, Matthew J. “Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model.” Gifted Child Quarterly 61, no. 4 (October 2017): 300–312. https://doi.org/10.1177/0016986217722616.

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