Abstract

The findings of a grounded theory study aiming to understand what makes a teacher inspiring for secondary gifted and highly able students in Victoria, Australia are summarised. Ninety-one students completed an online questionnaire where they nominated inspiring teachers. Interviews and classroom observations were conducted subsequently with 11 teachers. The core process indicated the importance of opening new possibilities to students in regards to their learning domain, reflecting the importance of expanding students’ understanding, developing positive attitudes, and encouraging students’ actions towards the subject. These findings will contribute to the development of relevant professional learning and instructional strategies in gifted education.