Giftedness and Diversity: Research and Education in Africa

Maree, Jacobus G.; Westhuizen, Carol Van der

doi:10.1007/978-1-4020-6162-2_74

Cited by 4 publications

(2 citation statements)

References 25 publications

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“…Currently, with the exception of South Africa, there are a negligible number of countries in SSA with a GATE program intended to prepare PSTs to teach gifted students (Ngara, 2017). Even in South Africa, discussion of GATE has its roots in Apartheid that limited the participation of non-White populations (Maree & Van der Westhuizen, 2009). In efforts to develop a robust system in SSA, empirical studies are needed to provide a useful framework in which to situate GATE.…”

Section: Gate In Sub-saharan Africamentioning

confidence: 99%

“…Formal education was introduced in SSA by European colonizers during the scramble for African territory (Maree & Van der Westhuizen, 2009) and the education system established by these colonizers remains in place. Intelligence is measured by cognitive abilities (Stack et al, 2016), so the modern school system has failed to incorporate the development of traditional cultures and gifts (Maree & Van der Westhuizen, 2009; Ngara & Porath, 2004, 2007). Consequently, giftedness is not supported or nurtured in the formal education systems of SSA countries (Kolo, 2004; Maree, 2018; Milinga, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Attitudes and Self-Efficacy of Preservice Teachers Toward Teaching Gifted and Talented Students

Opoku

Nketsia

Amponteng

et al. 2023

Journal for the Education of the Gifted

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Teacher training is fundamental to the success of gifted and talented education (GATE). Unfortunately, in sub-Saharan Africa, which is still in the early stages of practicing inclusive education, knowledge about GATE is limited because preservice teacher training programs have yet to prioritize this subject area. The aim of this exploratory study was to examine the attitudes and self-efficacy of 304 preservice teachers regarding GATE at three education colleges in Ghana. Using Ajzen’s Theory of Planned Behavior as a framework, the results show a positive association between attitude and self-efficacy, with the latter emerging as a significant predictor of the former. Other background variables—such as gender, knowledge of inclusive education policy, specialization, and level of study—provide insights into the attitudes and self-efficacy of preservice teachers. Also discussed is the need for teacher training institutions to introduce training courses and develop culturally responsive policies, guidelines, and strategies for GATE.

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Section: Gate In Sub-saharan Africamentioning

confidence: 99%