Teaching in circles: Learning to harmonize as a co-teacher of gifted education

Abstract

In this autoethnography,I explored my daily challenges and frustrations working as a teacher of gifted students in inclusion classrooms in an elementary public school. Inquiring about how I coped with these challenges and eventually thrived in the position,I journaled weekly about my teaching experiences during a six-month period and collected e-mails to teachers and parents. I employed constant comparative analysis and five themes emerged: frustration,isolation,advocacy,collaboration,and influence. I discussed the themes within the greater social and cultural context,drawing upon psychology and educational theories.