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Abstract

This qualitative study explores the experiences of twelve graduates of a master’s program in gifted and creative education, focusing on how authentic coursework shaped their teaching practices, leadership development, and professional identity. Using open-ended survey responses and follow-up interviews, the study identifies four key themes: student-centered practices; confidence and leadership; systems thinking and sustainability; and social-emotional learning and equity. Participants described how graduate-level tasks, such as writing grants, critiquing district gifted education plans, and implementing social-emotional interventions, translated directly into their classrooms and professional roles. Many continued this work by presenting at conferences and collaborating on district initiatives. The findings reinforce research on adult learning and constructivist pedagogy, highlighting the importance of applied learning in graduate education. Though situated in a U.S. context, the themes have relevance for global teacher education programs aiming to prepare practitioners who will serve gifted learners, lead innovation, and advocate for equity in gifted education.

Keywords

gifted education teacher preparation professional identity social-emotional learning practitioner research graduate studies global education

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Practitioner Reflections on Authentic Assignments in a Gifted Education Teacher Preparation Program

Abstract

Keywords

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