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Beliefs and attitudes of novice teachers regarding instruction of academically talented learners

This study examined the teaching beliefs of preservice teachers toward academically talented learners. The sample consisted of 64 preservice students who completed The Survey of Practices with Students of Varying Needs (SOP). Qualitative data from interviews and lesson plans were also collected and analyzed. The results revealed that preservice teachers hold a moderately positive attitude toward academically talented learners. The study demonstrated that participation in an intervention workshop improved preservice teachers' attitudes toward academically talented learners and improved their confidence level in identifying, assessing, adapting and individualizing instruction for these learners. In addition, analysis revealed several obstacles which prevent preservice teachers from differentiating the curriculum.