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Identifying “Good” Teachers for Gifted Students

机译：确定有天赋的学生的“好”老师

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The purpose of this study is to identify the unique features that gifted students perceive to be essential in their teachers. In this qualitative, one-year study, data and responses from 15 gifted students in a high school in an Arab village in northern Israel were gathered from interviews, students’ personal diaries, and “letters of recommendation” that they were asked to write. The findings revealed that gifted students defined a good teacher through three major categories: 1) qualities in teachers; 2) excellent teaching; and 3) the unique qualities of the individual student-teacher relationship. Teachers of gifted students should ideally have unique personal, intellectual, and didactic characteristics and a unique attitude that empowers their students to realize their potential. Students place more importance on the inherent personality of the teacher than on acquired teaching skills. The findings point to a need for assessment of teachers for both personality and professional qualifications before they are assigned to the gifted classroom, and for special courses to train teachers of gifted students.
机译：这项研究的目的是确定资优学生认为对他们的老师至关重要的独特功能。在这项定性的为期一年的研究中，从以色列北部一个阿拉伯村庄的一所高中的15名有才华的学生的数据和答复中，通过访谈，学生的个人日记和被要求写的“推荐信”收集而来。调查结果显示，资优生通过三个主要方面来定义好老师：1）教师的素质; 2）优秀的教学; 3）个别师生关系的独特品质。资优学生的老师理想情况下应具有独特的个人，智力和教学特色，并应具有使学生有能力发挥潜能的独特态度。学生更重视教师的内在个性，而不是获得的教学技能。调查结果表明，需要对教师进行个性化和专业资格评估，然后再将其分配到资优教室，并需要专门课程来培训资优学生的教师。

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