Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students

ABSTRACT

This article outlines findings of a study that investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students. While there are no specific policy or formal school practices for gifted students in Lebanon, education is nonetheless highly regarded. The aim of the study was to determine whether there were cultural differences in the way giftedness in students was perceived and supported by teachers at the primary school level in comparison to Western conceptualizations and provisions. A study utilizing qualitative and quantitative methods underpinned the gathering of data from 281 teachers across three governorates of Lebanon. Of the 281 teachers who completed the survey, 12 also participated in the qualitative component, which involved individual semistructured interviews. Findings suggested a generally positive attitude by teachers but also an acknowledgment of limited awareness of evidence based on Western understandings and practices associated with gifted education. The resultant data provided insights regarding the implementation of effective teacher education and concomitant support to improve identification.

KEYWORDS:

• Gifted
• teacher attitudes
• culture
• primary education
• Lebanon
• mixed methods

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maya Antoun

Maya Antoun, Assistant Professor is the Bachelor of Arts Coordinator in the Department of Education at the University of Balamand (Lebanon). Maya completed her PhD at Monash University in 2016. Her doctoral thesis investigated perceptions of Lebanese primary school teachers about the nature and needs of gifted students. Underpinned by Gagne’s DMTG model, she also examined the implementation of specialized approaches for these students within Lebanese schools, resulting in a contextually appropriate reconceptualization of the model.  Maya is currently teaching a number of undergraduate and postgraduate courses in education. She supervises Master students with research interests in inclusive education. Her teaching and research interests are in the field of gifted education, inclusion, teacher education and classroom management. 

Leonie Kronborg

Dr. Leonie Kronborg, Senior Lecturer and Co-ordinator of Postgraduate Studies in Gifted Education at the Faculty of Education, Monash University teaches gifted education at pre-service and post graduate level, and supervises PhD students with research interests in gifted education and talent development. She is a past president of the Australian Association for the Education of Gifted Children and Vice-President of the World Council for Gifted and Talented Children. She gained the Vice-Chancellor’s Award for Teaching Excellence in 2013; and is on the Editorial Board of Gifted Child Quarterly, and other gifted education journals.

Margaret Plunkett

Margaret Plunkett, Associate Professor is the Higher Degree Research Coordinator in the School of Education at Federation University Australia.  Margaret has developed and taught courses in gifted education for which she has won a number of teaching awards including the Pearson/ATEA Teacher Educator of the Year (2012) and an Office of Learning and Teaching Citation (2014). Her main research interests include professional learning for teachers, engagement of gifted students and curriculum innovation. Margaret is an Australian Delegate on the World Council for Gifted and Talented Children and Associate Editor of the Australasian Journal of Gifted Education.