Hernández-Torrano, DanielTursunbayeva, Xeniya2015-11-042015-11-0420149786018046728http://nur.nu.edu.kz/handle/123456789/746Conceptions 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.enconceptionspracticeseducationAbstract