Teacher's conceptions and practices related to gifted education in Kazakhstan

Abstract

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.