Vidergor, H. (2023). Teachers of gifted students: Teaching knowledge of HOTS, technological pedagogical content knowledge and self-efficacy. Multi Colors: An International Journal of Educational Research and Theory, 3(2), 17-34. https://en.gordon.ac.il/ContentPage/MultiColors_Volume_3

Abstract:

“Recent studies indicate that despite existing Professional Development (PD) programs, teachers of gifted lack the required knowledge, confidence, and skills to cater for their students unique learning needs. Therefore, this study set out to examine the effectiveness of a focused PD program using the Multidimensional Curriculum Model (MdCM) on teachers’ Teaching Knowledge of High Order Thinking Skills (TK-HOTS) applying Technological Pedagogical Content Knowledge (TPACK) and how it affected their perceived Self Efficacy (SE) in teaching. Participants were 142 teachers of whom 69 were teachers of gifted students teaching in pullout programs and special classes for gifted, and 73 teachers teaching in regular schools. Teachers in the intervention group studied in the PD course lasting three months and developed and applied units of study supervised and approved by the PD instructor. The method applied was quantitative with 2 by 2 design utilizing pre-post-tests with an intervention and a control group to detect differences. Participants filled out measures of SE, TPACK, TKHOTS, and demographic information before and after the intervention program. The study investigated the relationship between the three dimensions finding strong correlations among all variables. It was hypothesized that teachers of gifted students after the intervention will show a higher Self-Efficacy, and higher level of knowledge in both KTHOTS and TPACK compared to regular teachers. Findings showed that teachers of gifted students significantly increased their TK-HOTS after the intervention, and teachers of regular students increased both their TPACK and TK-HOTS. Surprisingly teachers of gifted started on a lower point compared to their counterparts, but managed to close the gap, and post intervention no significant differences were detected between both groups. The results show that teachers of gifted students need support in acquisition of knowledge regarding the development of HOTS and application of technology in the classrooms to improve their teaching in programs for gifted students.”