ERIC Number: EJ1425797
Record Type: Journal
Publication Date: 2024-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0261-4294
EISSN: EISSN-2047-9077
Mathematics and Science Teachers' Cultural Beliefs about Giftedness and Gifted Students' Education in Ghana
Gladys Ami Allotey; James Joseph Watters; Donna King; Jophus Anamuah-Mensah
Gifted Education International, v40 n2 p196-213 2024
This study delves into the cultural perspectives surrounding gifted education practices in Ghana, focusing on 10 junior high school classroom mathematics and science teachers. Data were gathered through semi-structured interviews and analysis of lesson plans. The results brought to light a notable gender disparity of female participation in Science, Technology, Engineering, and Mathematics (STEM)-intensive courses compared to males. Teachers' beliefs concerning giftedness tended to be tacitly naive, rooted in traditional notions and influenced gifted students' development. Spiritual and supernatural giftedness emerged, perceiving the gifted to possess mystical powers. Implications underscore the implementation of gifted education within teacher educational institutions. This, in turn, addresses the tacit opinions and knowledge gaps among educators regarding gifted education in Ghana. The study advocates for a holistic approach to nurturing giftedness that extends beyond conventional academic realms, ensuring a more inclusive and equitable educational landscape.
Descriptors: Mathematics Teachers, Science Teachers, Cultural Influences, Beliefs, Junior High School Teachers, Gifted Education, Gender Differences, STEM Education, Religious Factors, Foreign Countries, Student Needs, Teaching Methods
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A