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.
Autoethnography, Co-Teaching, Gifted Education, Teacher Isolation, Teachers as Advocates
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.
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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. Retrieved from http://nsuworks.nova.edu/tqr/vol21/iss11/5