Abstract
This study explored the developing belief of a group of pre-senice and in-senice teachers (n=28) about the nature of giftedness and of teaching and learning of gifted learners as they participated in a six-week undergraduate introductory course in gifted education. Case study method, field notes, interviews, and open-ended questionnaires were used and triangulated to interpret the nature and extent of changes in teacher beliefs. Through participation in the course, students developed broader conceptions of the nature of giftedness and increased their awareness of the options available for differentiating curriculum for gifted learners.
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