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Teachers’ Perception of Giftedness and Talent Among Primary School Children

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dc.creator Ngara, Constantine
dc.date.accessioned 2014-11-26T15:52:24Z
dc.date.accessioned 2015-12-08T10:54:29Z
dc.date.available 2014-11-26T15:52:24Z
dc.date.available 2015-12-08T10:54:29Z
dc.date.created 2014-11-26T15:52:24Z
dc.date.issued 2002-11
dc.identifier Ngara, Constantine (2002) Teachers’ Perception of Giftedness and Talent Among Primary School Children, ZJER Vol. 14, no.3. Harare, Mt. Pleasant: HRRC
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/5214
dc.identifier.uri http://hdl.handle.net/10646/1921
dc.description.abstract The study was undertaken to explore teachers' perceptions of giftedness among primary school children with a view to improve the identification and education of gifted and talented children: Using a sample of 74 primary school teachers selected at random in Chitungwiza District in Zimbabwe and a questionnaire, the study established that teachers perceived giftedness in terms of academic achievement. Teachers revealed that they regarded intellectual/academic domain as the essential dimension of giftedness. This was reflected in both the characteristics teachers attributed to giftedness and the methods they adopt to develop giftedness and talents in children. The study also showed that apart from teaching qualification, variable factors like gender, teaching experience and type of training college one went to did not influence teachers' perceptions of giftedness in children. The study therefore proposed the following recommendations; • • that teacher education curriculum should expand teachers' understanding of giftedness in a broad sense that includes non- traditional giftedness; • that identification and education of gifted and talented children should be formalised right from the grassroots of the educational ladder; • that multi-dimensional techniques of identifying gifted and talented children (recommended by Hardway and Marek-Schroer, 1992) be adopted as they have' tf greater chance of identifying various categories of giftedness in children; • That student teachers in colleges be involved in Curriculum Depth Study (CDS) on some aspects of identifying and teaching gifted and talented children; and • That each school should have special programmes for identifying. and developing giftedness,and talent in children.
dc.language en
dc.publisher Human Resources Research Centre (HRRC); University of Zimbabwe
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe
dc.subject Children and Youth
dc.subject Education
dc.title Teachers’ Perception of Giftedness and Talent Among Primary School Children
dc.type Article


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