2019 WCGTC World Conference

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4.5.11 A Portrayal of Inspirational Teachers for Gifted and Highly Able Students: A Grounded Theory Study

The findings of a grounded theory study aiming to understand what makes a teacher inspiring for secondary gifted and highly able students in Victoria, Australia, are summarized. Ninety-one students completed an online questionnaire where they nominated inspiring teachers. Interviews and classroom observations were conducted subsequently with 11 teachers. The core process indicated the importance of opening new possibilities to students in regards to their learning domain, expanding students’ understanding, developing positive attitudes, and encouraging students’ actions towards the subject. These findings will contribute to the development of relevant professional learning and instructional strategies in gifted education.

Author(s):

Claudia Cornejo
claudia.cornejoaraya@monash.edu
Monash University
Australia

   

Educational Psychologist, Master in Educational Psychology, PhD candidate at Monash University. Claudia has worked as an educational psychologist in different schools, and as an academic at the Catholic University of Maule, Chile. Her area of interest is the field of gifted education in which she is conducting her doctoral research.

Leonie Kronborg
leonie.kronborg@monash.edu
Monash University
Australia

   

PhD, coordinates and teaches gifted education at the postgraduate and undergraduate levels and supervises PhD research in gifted education and talent development at Monash University. She is Vice-President of the World Council for Gifted and Talented Children and Editor of Gifted and Talented International.

 



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