Ghanaian science and mathematics teachers’ beliefs about gifted education strategies

Journal article

Allotey, Gladys Ami, Watters , James J. and King, Donna. (2020). Ghanaian science and mathematics teachers’ beliefs about gifted education strategies. Gifted Education International. 36(3), pp. 250-265. https://doi.org/10.1177/0261429420946732
AuthorsAllotey, Gladys Ami, Watters , James J. and King, Donna
Abstract

Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies.

Keywordsacceleration; curriculum differentiation; teacher beliefs; teaching gifted students; Ghana
Year2020
JournalGifted Education International
Gifted Education International
Journal citation36 (3), pp. 250-265
PublisherSage Publications Ltd.
ISSN0261-4294
Digital Object Identifier (DOI)https://doi.org/10.1177/0261429420946732
Scopus EID2-s2.0-85106597606
Research or scholarlyResearch
Page range250-265
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online17 Aug 2020
Publication process dates
Deposited18 Mar 2022
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