Parallel Session Proceedings »
5.1.2 Examining Teacher Perceptions About the Teaching and Learning of Mathematically Gifted Learners in South Africa
Many researchers have investigated the “ideal” competencies of the teachers who work with gifted learners to enhance their learning experiences. In South Africa research on gifted education is still in its infancy given that since 1994 gifted education has been viewed as elitist. It is only now that recommendations are being made by many commissions to reconsider the waste of human capital that is associated with the neglect of gifted students. Empirical evidence suggests that lack of knowledge and understanding about gifted and talented students is largely responsible for the inaccurate beliefs that influence the attitudes held by educator. Although the teachers of the gifted share many characteristics with teachers in regular classrooms, researchers have found that there are critical aspects that differentiate both groups in terms of providing opportunities to enhance students’ learning experiences. Ideal teacher competency was understood as a cluster of resources that are mobilized and reorganized by the individual to respond in an appropriate manner to a situation, which means “knowing how to act”. This paper reports on a study that investigated these teacher resources or professional competences, under the following sub-headings: •Teacher readiness in terms of training •Teacher knowledge about current policy pronouncements •Teacher attitudes and strategies for identification of gifted learners The study adopted a mixed method approach, in which forty-seven (26 Females, 21 Males) Mathematics teachers’ responses in closed and open-ended questions were examined and compared. Most of the teachers indicated that they had not received training on how to teach gifted learners. It is a matter of concern that there are teachers who are teaching mathematically gifted students without being trained in gifted education. Results also show that teachers were not aware of recent policy pronouncements on gifted education. Teachers’ awareness of latest developments in gifted education, is important given empirical evidence showing that being aware of latest developments or policies may improve educational practices. Overall the teachers seemed not to be ready to teach gifted learners. This can be seen in the number of teachers who specified that they do not feel competent to teach gifted learners. It becomes apparent in several teachers who pointed out that Higher Education Institution should include content on gifted education. Thus, there is need of training teachers on gifted education and the inclusion of the content on gifted education in High Education.