TY - JOUR
T1 - Gifted Education Teachers’ Concerns about Competency-Based Instruction
AU - Chen, Wei Ren
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study is one of the outcomes generated from the project, Gifted Education Teachers' Leadership for Learning, funded by the Ministry of Science and Technology (MOST) in Taiwan.
Publisher Copyright:
© The Author(s) 2022.
PY - 2022
Y1 - 2022
N2 - Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.
AB - Teacher concerns influence how teachers respond to education reform. The 12-Year Basic Education is a curriculum reform focusing on a competency-based curriculum and instruction in Taiwan. The aim of the current study was to investigate the stages and types of gifted education teachers’ concerns about competency-based instruction based on the Concerns-Based Adoption Model. A survey was administered to 274 gifted education teachers. The findings indicated that the gifted education teachers’ concern profiles were very similar. Teacher concerns fell into three relatively well-defined stages: the Information concern (stage 1), Refocusing (stage 6), and Personal (stage 2). In addition, teacher concerns were clustered into three types: (a) pursuing change agency with dialectical thinking; (b) looking for efficiency by managing resources; and (c) awareness of current situations but working individually. Each type consisted of its own characteristics and the developmental stages of concern. Recommendations for practice and future studies are also provided.
KW - competency-based instruction
KW - concerns-based adoption model
KW - education reform
KW - gifted education teachers
KW - stage of concern
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U2 - 10.1177/02614294221141990
DO - 10.1177/02614294221141990
M3 - Article
AN - SCOPUS:85143227047
SN - 0261-4294
JO - Gifted Education International
JF - Gifted Education International
ER -
