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 language | English |
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Pages (from-to) | 545-548, |
Journal | Journal of Psychology in Africa |
Volume | 27 |
Issue number | 6 |
DOIs | |
Publication status | Published - 2017 |
Keywords
- Children
- Ghana
- Giftedness
- Talent
- Teachers