Teachers’ Handlingsrom Under Cross-Pressure. Developing the CP-Well Model of Well-Being in Gifted Education
This study explores how teaching gifted students in a Norwegian municipality impacts teachers emotionally, and how systemic and cultural norms shape their views and practices. Teachers face mixed signals: vague definitions, little training, egalitarian values that question giftedness, and a strong focus on inclusive education. These tensions can limit their handlingsrom; the space for professional agency, and challenge their well-being. Based on four related sub-studies, the research uses a meta-ethnographic approach to identify three core dynamics: conceptual ambiguity, ethical strain from cross-pressure, and buffers that balance demands and resources. These insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model), which places teacher integrity at the center. The study argues that teacher well-being in gifted education depends less on personal resilience and more on structural, cultural, and policy conditions. Addressing these requires systemic support, leadership, and continuous professional development.
Publisert i 20th International European Council for High Ability (ECHA) Conference, 2026
Les artikkelen her