A grounded theory study on teachers who inspire gifted and highly able students

This grounded theory study aimed to comprehend how teachers inspire their secondary gifted students. A theory, grounded in participants’ experiences was developed. In three Victorian secondary schools, 91 gifted and highly able students nominated their inspiring teachers. Teachers, who received the highest number of nominations, were interviewed, and observed subsequently teaching their students. The core process identified the importance of opening new possibilities for their gifted students, by expanding their knowledge and understanding, developing positive attitudes, and encouraging them to take action. These findings will contribute to relevant key teacher development and teaching strategies in the field of gifted education.