Empowering educators for gifted learners: a systematic review of pre-service and in-service teacher training impacts on skills, beliefs and competence

Abstract

This systematic review examines the impact of teacher training programs on the education of gifted students. The importance of effective teacher training in fostering positive classroom environments and enhancing student outcomes is widely acknowledged. The review aims to synthesize findings from various studies conducted globally, shedding light on the effectiveness of diverse teacher training interventions. A comprehensive search was conducted across databases to identify relevant studies. Articles were screened based on predefined criteria, resulting in the inclusion of 10 studies. The selected studies encompassed a range of designs, including quantitative, qualitative, and mixed methods approaches. The participants in these studies included teachers from various educational levels who underwent different training interventions. The synthesized findings reveal diverse outcomes stemming from teacher training programs. Quantitative studies highlighted the potential benefits of training, with evidence indicating improved teaching skills, enhanced class climates, and increased awareness of gifted students with learning disabilities. However, the effects were not universally consistent, with some studies showing minimal impact on teacher practices. This systematic review illuminates the multifaceted landscape of teacher training programs for gifted education. While there is clear evidence of positive impacts on teaching practices, the varying outcomes call for a more holistic understanding of the factors contributing to effective training. The review underscores the significance of continued research and the development of comprehensive training strategies that consider diverse teacher needs and the evolving educational landscape.