Author's Note: This is the final installment of a three-part series on my experiences working as a gifted education resource teacher. I included the references used in all three blogs at the end of this blog.

Part 3: Discussion

During this autoethnography, I explored my progression from a frustrated resource teacher, who second-guessed my decision to accept the position, to a functioning co-teacher, who, in at least in some cases, able to influence my colleagues to better...

In this installment, I write about the themes I discovered in my story of working as a gifted education resource teacher. Essentially, I experienced much frustration until I learned to first collaborate with classroom teachers, until I gained their trust and respect, only then could I begin to share my expertise. Interspersed in the writing are journal reflections and e-mails, which convey my thoughts and emotions at the time of the experience.

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Note: This article first appeared in The Qualitative Report. This is the first installment of a series on working as a resource teacher of gifted education. I am sharing a modified-version of this article in pieces because I think it sheds might light on the challenges that teachers face collaborating together—when one “has” their own classroom and the other visits the classroom to work with students. Both resource teachers and classroom teachers can learn from each other, for the benefit...