Teacher identified giftedness qualities in a ghanaian school setting: A brief report

Kingsley Nyarko, Nuworza Kugbey, Christopher M. Amissah, Michael Ansah-Nyarko, Fred Boateng

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

This study explored the nature and indicators of giftedness in school children from the perspective of Ghanaian school teachers (n = 30, females = 40%; age range = 24 to 60years) . The teachers responded to semi-structured interviews . Results from thematic analysis of the data revealed that teachers perceive giftedness to be domain-specific and mostly identified by teachers during instruction of the learners . The teachers were of the view that parents/guardians of the learners are less helpful in the identification of giftedness in their children, as compared to teachers . The findings have some implications for giftedness research in Ghana and beyond .

Original languageEnglish
Pages (from-to)545-548,
JournalJournal of Psychology in Africa
Volume27
Issue number6
DOIs
Publication statusPublished - 2017

Keywords

  • Children
  • Ghana
  • Giftedness
  • Talent
  • Teachers

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