Teaching in Circles: Learning to Harmonize as a Co-Teacher of Gifted Education

Authors

Steve Haberlin, University of South FloridaFollow

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.

Keywords

Autoethnography, Co-Teaching, Gifted Education, Teacher Isolation, Teachers as Advocates

Author Bio(s)

Steve Haberlin is a graduate assistant and doctoral student at the University of South Florida. Correspondence regarding this article can be addressed directly to: stevehaberlin@yahoo.com.

Acknowledgements

Thank you to Dr. Patricia Leavy for inspiring me to be fearless, fully present, do my best, and make peace with my arts-based research.

Publication Date

11-10-2016

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2016.2435

Recommended APA Citation

Haberlin, S. (2016). Teaching in Circles: Learning to Harmonize as a Co-Teacher of Gifted Education. The Qualitative Report, 21(11), 2076-2087. https://doi.org/10.46743/2160-3715/2016.2435