This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers’ practice, attitude, collaboration, content knowledge, and goal effectiveness. Kirkpatrick and Kirkpatrick’s model of training evaluation suggests that trainees should evaluate the training for satisfaction at the time the training is completed, as well as 6 months after, to evaluate for behavior change. Applying Kirkpatrick and Kirkpatrick’s model, findings indicate that teachers were immediately satisfied with the Model’s effectiveness, adequacy, and overall quality. Six months after the online teacher professional development, teachers indicated a strong positive change in each of the five gifted education pedagogical components. Overall, these preliminary findings suggest that the use of the Model creates a positive change within teachers’ gifted education pedagogy.
The Influences of Coteaching through Mentoring upon Pedagogical Content Knowledge of Beginning Science-Gifted Education Teachers
