Adopting a constructivist grounded theory approach, 91 students from Years 9 to 11, in gifted educational programs from three schools in Melbourne, nominated their inspiring teachers. Eleven teachers, who received the highest number of nominations, were invited to an interview and an observation of their teaching. The emerged theoretical construct was identified as “Opening new possibilities: Inspiring teachers of gifted and highly able students,” which is further explained through three main categories: Being a knowledgeable and passionate teacher, creating an academically safe learning environment, and teaching beyond and above the regular curriculum. In addition, the theoretical process was explained through three phases: Expanding knowledge and understanding, Fostering positive attitudes, and Encouraging students to take action. Contextual determinants were considered to analyze and report the findings: students’ developmental characteristics, school culture, curriculum, and gifted educational provisions. Findings are discussed in the light of existing literature, as well as study limitations and ideas for future research.

采用建构主义的扎根理论方法，来自墨尔本三所学校的 91 名 9 至 11 年级学生在资优教育项目中提名了他们鼓舞人心的教师。获得最多提名的 11 位教师受邀接受采访并观察他们的教学。新兴的理论结构被确定为“开启新的可能性：激励有天赋和高能力学生的教师”，这通过三个主要类别进一步解释：成为知识渊博和充满激情的教师，创造学术安全的学习环境，以及超越和超越的教学常规课程。此外，理论过程通过三个阶段进行解释：扩展知识和理解、培养积极态度和鼓励学生采取行动。分析和报告调查结果时考虑了情境决定因素：学生的发展特征、学校文化、课程和天才教育规定。根据现有文献以及研究局限性和未来研究的想法对结果进行了讨论。