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Gifted education, professional development and the contemporary landscape of teachers' work : challenges and choices

Galitis, Ingrid 2008, Gifted education, professional development and the contemporary landscape of teachers' work : challenges and choices, in AARE 2008 : Changing climates : education for sustainable futures : International Education Research Conference, Australian Association for Research in Education, [Brisbane, Qld.].

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Title Gifted education, professional development and the contemporary landscape of teachers' work : challenges and choices
Author(s) Galitis, Ingrid
Conference name Australian Association for Research in Education. Conference (2008 : Brisbane, Qld.)
Conference location Brisbane, Qld.
Conference dates 30 November - 4 December 2008
Title of proceedings AARE 2008 : Changing climates : education for sustainable futures : International Education Research Conference
Editor(s) [Unknown]
Publication date 2008
Conference series Australian Association for Research in Education Conference
Publisher Australian Association for Research in Education
Place of publication [Brisbane, Qld.]
Summary This paper examines the perspectives of primary school teachers, administrators and personnel working in eastern suburban Melbourne as they consider the rationale for, and the purposes of, gifted education within the broader landscape of teachers' work. The data for this presentation are drawn from a single case qualitative case study where semi-structured interviews were held four years after the school participated in the Bright Futures gifted professional development. The school proudly proclaims a tradition of scholarship and excellence within a friendly, caring, cooperative and democratic ethos. Teachers welcomed the opportunity to express their thoughts, sentiments and opinions on curriculum, assessment and reporting practices, their attitudes to the aims of gifted education, the selection of children for pull-out programs, and their views to school management and to parents in relation tho these matters. Using a Foucoultian framework, I analyse how teachers juggle many goals within the complex reality of daily classroom teaching, and how they are wedged between the power of formal school rhetoric and educational policy working to improve learning outcomes for all students. This, in turn, has significant repercussions for addressing the needs of gifted students and generates considerable ambivalence about the implementation of gifted programs. I propose that such responses are important elements in the contemporary landscape of teacher's work
Notes Reproduced with the kind permission of the copyright owner.
Language eng
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30018366

Document type: Conference Paper
Collections: School of Education
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