The learning and teaching experiences of the teachers of gifted learners in rural and regional schools will be explored in this chapter. Rural gifted learners and their teachers are not represented well in the literature, either globally or locally. Also highlighted in the chapter will be the key ﬁndings about gifted learners and those who teach them that are consistent across the literature and a view of the Australian context through the voices of teachers of rural gifted learners. Some of the issues that rural and regional teachers face in supporting and assisting gifted and talented students,and the opportunities that rural and regional schools offer to support the teachers of gifted learners, will be explored. In this chapter, a picture of education for rural gifted students from the perspective of educators,who often have limited specialist training in teaching gifted students, will be provided. The impact of teacher perspectives on the provisions offered in rural and regional schools will be considered and suggestions for enhancing education settings for gifted students in rural contexts proposed.
|Title of host publication||Handbook of giftedness and talent development in the Asia-Pacific|
|Editors||Susen R. Smith|
|Place of Publication||Singapore|
|Publisher||Springer Nature Singapore Pte Ltd|
|Number of pages||26|
|Publication status||Published - 2020|
Bannister-Tyrrell, M., & Wood, D. (2020). Rural voices: Identifying the perceptions, practices and experiences of gifted pedagogy in Australian rural schools. In S. R. Smith (Ed.), Handbook of giftedness and talent development in the Asia-Pacific (1st ed., pp. 1-26). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-13-3021-6_62-1