Sustaining and Developing the Profession’s Gifts and Talents: Lessons Learned from Teacher Education and Research in New Zealand

Presentation of abstract

Every teacher in New Zealand is considered a teacher of gifted students, a reflection of our inclusive education system. However, some teachers have developed specialist knowledge and skills through tertiary education and research. As one of the country’s leading academic in gifted education since the mid-1990s, I have had the opportunity to grow and shape the profession through my teaching and supervision of university students, as well as my contributions to national advisory groups and professional associations. In this keynote, I will share my personal and professional experiences, alongside the history of gifted education in New Zealand, reflecting on what I have learned about how we can sustain gifted education research and praxis at local, national and international levels. I will also spend time reflecting on what I have learned in my role as Dean, which requires broad oversight and strategic development of the university’s research community. In this address, I will share the highs and lows – what has worked and what hasn’t worked, alongside the joys and delights, and maybe even a few regrets, underpinning my lessons with theory and research where available and applicable.

About professor Tracy Riley

Massey University, New Zealand

Prof Tracy Riley is a leading scholar in gifted education, an award winning teacher and advocate for gifted learners. She is currently the Vice President of the World Council for Gifted & Talented Children, and an inaugural Board member of giftEDnz. She is Dean of Research at Massey University and a member of the New Zealand Deans and Directors of Graduate Schools and Australian Council of Graduate Research. Her research explores how teachers respond to giftedness, and she is leading a Teaching Learning Research Initiative applying gifted principles of differentiation in mainstream classrooms. She will present on sustainable gifted education research and praxis with lessons learned from New Zealand.