Developing Student Potential: Elementary Teachers’ Perceptions and Practices

Abstract

Teachers influence student development through their perceptions, expectations, and instructional practices. Further, teachers’ reflections on practice reveal aspects of their perceptions of students and their understanding of how their actions influence student achievement. In this study, we sought to explore (a) how teachers see themselves as influencing student behaviors; and (b) changes in these perceptions before and after professional learning concerning the development of high potential. Using data collected from a Javits-funded research project, we completed an interpretive qualitative study, using thematic analysis to analyze interviews with 16 participants over multiple timepoints. Guided by our research questions, interviews were coded, with categories and themes refined collaboratively. Findings indicate that teachers perceived themselves to cultivate student potential in three ways: through (a) classroom environments, (b) their own perceptions, and (c) their instructional practices. We discuss implications of these findings regarding the development of student potential and provide suggestions for future research.