The Relation Between Teachers' Perception of High-Ability Students and Their Teaching Practices

• In Event: Giftedness, Creativity, and Talent Development Roundtable 1

Abstract

The way teachers perceive and identify students as high-ability students is crucial for adapting their teaching approach. Quantitative research suggests that teachers’ judgments are not always accurate. This study aims to shed light on teachers’ perception of high-ability students’ needs and how this perception is related to their teaching practice. Based on in-depth interviews with thirteen participating teachers from six schools, we were able to map teachers’ views on high-ability student’s needs (frame of reference) and the educational practices teachers use in class. Results suggest that a limited frame of reference is related to a more limited repertoire of educational practices.

Authors

• Katelijne Barbier, University of Antwerp

• Elke Struyf, University of Antwerp

• Vincent Donche, University of Antwerp