BEGIN:VCALENDAR VERSION:2.0 PRODID:-//World Council for Gifted and Talented Children - ECPv6.15.18//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:World Council for Gifted and Talented Children X-ORIGINAL-URL:https://world-gifted.org X-WR-CALDESC:Events for World Council for Gifted and Talented Children REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/New_York BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20240310T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20241103T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20250309T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20251102T060000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0500 TZOFFSETTO:-0400 TZNAME:EDT DTSTART:20260308T070000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0400 TZOFFSETTO:-0500 TZNAME:EST DTSTART:20261101T060000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:America/Chicago BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20240310T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20241103T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20250309T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20251102T070000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0600 TZOFFSETTO:-0500 TZNAME:CDT DTSTART:20260308T080000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0500 TZOFFSETTO:-0600 TZNAME:CST DTSTART:20261101T070000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Europe/Amsterdam BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20240331T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20241027T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20250330T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20251026T010000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+0100 TZOFFSETTO:+0200 TZNAME:CEST DTSTART:20260329T010000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+0200 TZOFFSETTO:+0100 TZNAME:CET DTSTART:20261025T010000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Asia/Riyadh BEGIN:STANDARD TZOFFSETFROM:+0300 TZOFFSETTO:+0300 TZNAME:+03 DTSTART:20250101T000000 END:STANDARD END:VTIMEZONE BEGIN:VTIMEZONE TZID:Australia/Melbourne BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20250405T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20251004T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20260404T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20261003T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20270403T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20271002T160000 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/New_York:20250130T120000 DTEND;TZID=America/New_York:20250130T130000 DTSTAMP:20260404T045713 CREATED:20241223T212415Z LAST-MODIFIED:20250107T180819Z UID:8993-1738238400-1738242000@world-gifted.org SUMMARY:WCGTC Webinar - From Manuscript to Publication: Navigating the GTI Submission Process with Editors - January 30\, 2025 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-from-manuscript-to-publication-navigating-the-gti-submission-process-with-editors-january-30-2025/ ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250317T110000 DTEND;TZID=America/Chicago:20250317T123000 DTSTAMP:20260404T045713 CREATED:20250305T230122Z LAST-MODIFIED:20250314T143235Z UID:9130-1742209200-1742214600@world-gifted.org SUMMARY:Gifted Potential in Displacement: Educational and Social Pathways for Success DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-potential-in-displacement-educational-and-social-pathways-for-success/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Chicago:20250423T160000 DTEND;TZID=America/Chicago:20250423T160000 DTSTAMP:20260404T045713 CREATED:20250414T162248Z LAST-MODIFIED:20250414T162655Z UID:9186-1745424000-1745424000@world-gifted.org SUMMARY:WCGTC Webinar: Gifted Education in the Age of AI DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/gifted-education-in-the-age-of-ai-tools-trends-and-transformation/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=Europe/Amsterdam:20251028T190000 DTEND;TZID=Europe/Amsterdam:20251028T203000 DTSTAMP:20260404T045713 CREATED:20251018T193840Z LAST-MODIFIED:20251018T194416Z UID:9407-1761678000-1761683400@world-gifted.org SUMMARY:A National Curriculum on Giftedness in Initial and Post-Initial Teacher Education DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/a-national-curriculum-on-giftedness-in-initial-and-post-initial-teacher-education/ LOCATION:Virtual ORGANIZER;CN="World Council for Gifted and Talented Children":MAILTO:headquarters@world-gifted.org END:VEVENT BEGIN:VEVENT DTSTART;TZID=Asia/Riyadh:20260207T000000 DTEND;TZID=Asia/Riyadh:20260211T000000 DTSTAMP:20260404T045713 CREATED:20250811T141511Z LAST-MODIFIED:20250811T141602Z UID:9332-1770422400-1770768000@world-gifted.org SUMMARY:19th Asia-Pacific Conference on Giftedness 2026 DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/19th-asia-pacific-conference-on-giftedness-2026/ LOCATION:The University of Business and Technology\, Jeddah\, Saudi Arabia END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20260318T193000 DTEND;TZID=Australia/Melbourne:20260318T210000 DTSTAMP:20260404T045713 CREATED:20260212T143618Z LAST-MODIFIED:20260213T135540Z UID:9896-1773862200-1773867600@world-gifted.org SUMMARY:WCGTC Webinar: Professional Learning for Teaching Gifted/High Potential Students: What Do Teachers Know DESCRIPTION:(Times are in Australian Eastern Daylight Time) Convert to your time here. Professional Learning with associated research was developed to examine knowledge and understandings of teachers of gifted students in secondary and primary schools from varied teaching contexts across Victoria\, Australia. Research studies were created to gain knowledge and understandings from three cohorts of teachers who taught gifted/high potential students as they attended Professional Learning which focused on developing gifted potential of gifted/high potential students. Teachers who attended the Professional Learning which focused on Developing Gifted Potential were mainly from government high schools with designated select entry accelerated learning (SEAL) programs for gifted/high potential students in Years 7-10. These educational environments engage gifted/high potential students in subjects providing differentiated curriculum for their advanced academic and socio-emotional needs; and aimed to create learning environments where students transform their gifts into talents. Additionally\, SEAL program teachers in these high schools often teach gifted students in mixed-ability classes. However\, teachers of the gifted who participated in the studies\, also taught in other contexts. The teachers of gifted students self-nominated to participate in the funded Professional Learning (PL) unit with required assessment commitments. The PL was provided at an equivalent Master’s level by a local leading university\, by local and international academic experts. The aims of the professional learning (Kronborg\, 2018) were to familiarise teachers with key research theories and conceptual frameworks in gifted education\, creativity\, and talent development (Gagne\, 2018; Runco\, 2014; Subotnik\, Olszewski-Kubilius\, & Worrell\, 2011) for developing gifted students’ cognitive\, social and emotional abilities in varied learning contexts. Additionally\, it was to challenge teacher participants’ beliefs\, perceptions\, motivations\, and pedagogy for teaching gifted and high ability learners for talent development; and to have participants discuss their teaching experiences with professional colleagues in relation to the research evidence. The aim of the research was to explore teacher perceptions and understandings in relation to teaching gifted students\, and to examine teacher responses to the evidence-based PL experience. Teacher participants’ experiences for teaching gifted students across subject disciplines and year levels\, who participated in the research\, were found to vary. Teacher participants from each cohort were asked to respond to a survey that consisted of open-ended questions based on research literature and validated instruments that provided qualitative and descriptive data. Findings from these experienced teachers revealed teacher beliefs of competencies and characteristics required for teaching gifted and high potential students\, key pedagogical approaches believed to challenge and transform gifted students’ talents; and teacher motivations for teaching gifted students. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Non-members click here to register\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Leonie Kronborg \n \n \n \n Leonie Kronborg\, PhD.\, is Adjunct Senior Lecturer in the School of Educational Psychology and Counselling\, Faculty of Education\, Monash University\, Australia where she developed\, co-ordinated and taught Gifted Education at the pre-service and post-graduate levels for 25 years\, and supervised PhD students with a research focus related to gifted education/talent development.  Her research interests include teacher education\, talent development\, eminence\, twice-exceptionality\, giftedness and gender. Leonie’s previous roles have included: Vice President of the World Council for Gifted and Talented Children (WCGTC) and Editor-in Chief of Gifted and Talented International. She is on the Editorial Boards of Gifted Child Quarterly\, Journal for Advanced Academics\, Gifted Education International\, and the Australasian Journal of Gifted Education. She is a past president of the Australian Association for the Education of Gifted Children\, and the Victorian Association for Gifted and Talented Children. She is currently President of the Association for the Education of Gifted and Talented Children in Victoria\, Australia (AGATEVic). Leonie gained the Monash University Vice-Chancellor’s Award for Teaching Excellence in 2013\, and the Distinguished service award for the World Council for Gifted and talented Children in 2021. She presents on her research regularly at national and international conferences\, and has more than 75 research articles\, chapters\, and publications. https://research.monash.edu/en/persons/leonie-kronborg/publications/ URL:https://world-gifted.org/event/wcgtc-webinar-professional-learning-for-teaching-gifted-high-potential-students-what-do-teachers-know/ END:VEVENT END:VCALENDAR