Аннотации:
Conceptions of giftedness are culturally grounded and differences on the ways
that cultural groups define and describe giftedness are evident (Cahallan, 2009; Sternberg, 2007; see
Phillipson & McCann, 2007). Cultural conceptions of giftedness largely determine the procedures for the
identification and education of gifted students on that cultural group. The conceptions and beliefs that
teachers hold about giftedness have a significant impact on the education of gifted students. Then, a closer
examination of how teachers understand giftedness and how their beliefs, attitudes and expectations
shape their classroom practices related to talent development is needed in Kazakhstan.