An exploration of perceptions of foundation phase teachers of gifted learners: a case of two primary schools in Ilembe district.
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Date
2018
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Abstract
Gifted education in South Africa is currently a complex issue. Teachers often face overwhelming challenges of teaching the gifted learners due to lack of preparation or professional development to work in a classroom with various mixed abilities. Therefore, this study explored the perceptions of Foundation Phase teachers of gifted learners in order to determine if teachers were able to meet the needs of gifted learners in the mainstream classroom. The study is based on Bronfenbrenner’s Ecological Systems Theory as a framework which views learners in their context, considering overlapping systems that are interconnected and influence the participant’s life. The study adopted a qualitative methodological approach embedded within the interpretive paradigm. A purposive sampling strategy was considered to select participants for the study. Two public primary schools were approached to participate, especially the Foundation Phase. The participants consisted of eight teachers who were actively involved in the Foundation Phase (Grade two and Grade three) in their respective schools. Two Foundation Phase Head of Departments agreed to take part in the study. Two parents of the identified gifted learners were also invited to take part in the study. Qualitative data generation methods included one-on-one semi-structured interviews as well as focus group discussions with the research participants. Thematic analysis was used to determine the themes that were constructed from the data (Braun & Clarke, 2006). Four themes emerged from the data. The conclusions of the study indicate that an understanding of the concept of giftedness is of great importance as this was seen as something that is designed for a particular individual and could not be altered or taken away; teachers are often faced with overwhelming challenges which hinder equal and meaningful engagement with all learners in their classrooms; a serious need for adequate teacher training at both pre-service and in-service levels, in order to address the specific learning needs of gifted learners. Research participants believed that an appropriate and professional teacher development and an improvement on the curriculum that will cater for the high intellectual level of gifted learners will assist to overcome these challenges.
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Masters Degree. University of KwaZulu-Natal, Durban.