The relationship between teachers’ understanding of giftedness and their classroom practices in a selected school in Kazakhstan.

Gifted students are believed to possess above-average abilities that need to be considered while teaching them. It has, however, been reported that very often teachers do not adjust their classroom practices to gifted students’ needs. Teachers’ beliefs about giftedness, attitudes towards gifted students and receiving training in aspects of giftedness play a role in how teachers plan for differentiating their instruction. The aim of this study was to explore teachers’ beliefs about giftedness and how these beliefs affect their pedagogical practices in a selected school for gifted students in Kazakhstan.