Challenging secondary teachers to examine beliefs and pedagogy when teaching highly able students in mixed-ability health education classes

This qualitative investigation used a collective case study approach to explore the thoughts and actions of six health educators teaching in a secondary school. Teachers were given the opportunity to express ideas and opinions about teaching highly able students in their mixed-ability health classes in two semi-structured interviews, which were conducted pre and post professional learning. Additionally, each teacher was observed educating one mixed-ability health class. Findings suggest that various factors influenced teacher response in meeting the learning needs of highly able students in mixed-ability health classes. These included existing teacher beliefs about teaching and learning, teacher receptiveness to professional learning, and the role of the school context in creating an environment whereby teachers feel able to develop and implement appropriate pedagogies for highly able learners.