蛻變與成長－－四位資優學生身份轉換至資優教師的歷程與省思

Metamorphosis and Growth: The Transition of Four Gifted Students to Become Gifted Education Teachers, Their Journey and Impact on Their Teaching Practices

本研究探討四位目前擔任資優資源班教師，從過去就讀資優班的經驗到教導資優生之感受，了解其選擇從事資優班教師的原因及想法，並以質性研究的方式了解其角色的定位。本研究採用半結構式的訪談法，透過訪談的過程中獲得以下研究結果：1.資優班課程對於資優學生具有吸引力；2.各校師資培育的方式不同，建議採用良師典範的方式為佳；3.無論過去接受資優教育的經驗不同，對於資優教育都有專注的熱忱。根據研究結果，做為未來資優教育提出更多元的觀點及看法。

This research study explored the experiences and perspectives of four teachers who were teaching in gifted resource classroom, from their past experiences as gifted students. The study aimed to understand why these teachers chose to specialize in gifted education, their thoughts and feelings about it, and to explore their roles in the context of teaching gifted students. This research methodology involved semi-structured interviews, and the findings are summarized as follows: 1. The curriculum designed for gifted students was interesting to them; 2. The study highlighted variations in teacher training across different schools and suggested the use of mentorship as a model for gifted teacher training; 3. Despite differences in educational experiences, all the teachers showed a dedicated enthusiasm for gifted education. Based on these results, the research makes recommendations for more diverse perspectives in gifted education.