Strategies Used by Teachers in Teaching Gifted and Talented Learners in Regular Primary Schools in the Hhohho Region, Eswatini
Keywords:
Gifted and talented learners, Giftedness, Regular schools, Strategies, Talent, TeachersAbstract
Gifted and talented (GT) learners receive less coverage in research compared to learners with learning disabilities and handicaps in Sub-Saharan countries like Eswatini. This study, therefore, sought to explore the strategies used by teachers in teaching GT learners in regular primary schools in the Hhohho Region of Eswatini. The objective of the study was to explore the teaching methods used by teachers to implement strategies used in teaching GT learners in regular primary schools. An explanatory sequential mixed-methods research design was employed. Quantitative data was collected from 74 upper-grade teachers using questionnaires and analysed descriptively using the Statistical Package for the Social Sciences (SPSS) version 25 to get percentages, means and standard deviations. Qualitative data was collected from 9 purposively sampled teachers using individual interviews. Qualitative data was analysed thematically. Findings indicated that teachers used relatively few teaching methods to implement strategies used in teaching GT learners. It was concluded that GT learners were not effectively catered for by teachers in regular primary schools; hence, it was recommended that practising teachers need to be provided with training on giftedness and gifted pedagogy and direct classroom support regarding GT learners.
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