The degree of availability of the standards of the International Council for Extraordinary Children (CEC) in the performance of teachers of outstanding students in centers of exceptional students

Abstract

The current research aims to know the degree of availability of the International Council for Extraordinary Children (CEC) standards in the performance of teachers of the gifted. The study population consists of all the teachers of the gifted in the centers of the gifted and gifted by the National Authority for the Care of the Gifted and Gifted, who number (341) teachers, from whom the basic research sample was chosen, amounting to (180). ) In a random manner, and to achieve the objectives of the study, the researcher used the descriptive approach, and to obtain data from the sample members, the researcher built a questionnaire to collect study data based on the list of standards of the Council for Extraordinary Children, which amounted to (75) items Distributed into (7) standards. These standards are the learner development standard, individual learning differences, the learning environments standard, the curriculum content knowledge standard, the evaluation standard, the teaching planning standard and teaching strategies, the professional learning standard, ethical practice, and the cooperation standard. The results of the research showed that the degree of availability of the standards of the International Council for Extraordinary Children in... The performance of outstanding teachers came in at an average level with a mean of (2.24). In terms of the order of the degree of availability of standards, the learning environments and social interactions axis came in first place with a arithmetical mean (2.34), followed by the curriculum content axis with a arithmetical mean (2.29), then the evaluation axis with a arithmetical mean (2.27), then the teaching implementation axis with a arithmetical mean (2.26), followed by the development axis. Learners and individual differences with a arithmetical mean (2.22), then the professional learning and professional practice axis with a arithmetical mean (2.19), and finally the cooperation axis with a arithmetical mean (2.13).