Mexican Teachers’ Knowledge about Gifted Children: Relation to Teacher Teaching Experience and Training

Pedro Antonio Sánchez-Escobedo, Angel Alberto Valdés-Cuervo, Guillermo Alfonso Contreras-Olivera, Fernanda Inéz García-Vázquez and María Fernanda Durón-Ramos
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Pedro Antonio Sánchez-Escobedo: College of Education, Autonomous University of Yucatan, Mérida 97000, Mexico
Angel Alberto Valdés-Cuervo: Technological Institute of Sonora, Cd Obregón 85000, Mexico
Guillermo Alfonso Contreras-Olivera: College of Education, Autonomous University of Yucatan, Mérida 97000, Mexico
Fernanda Inéz García-Vázquez: Technological Institute of Sonora, Cd Obregón 85000, Mexico
María Fernanda Durón-Ramos: Technological Institute of Sonora, Cd Obregón 85000, Mexico

Sustainability, 2020, vol. 12, issue 11, 1-9

Abstract: Gifted students are important for the development of knowledgeable societies. The present study examined Mexican elementary-school teachers’ knowledge about gifted students, specifically on screening criteria, educational strategies, and their social value. The relationships between teachers’ knowledge, teaching experience, and training in gifted education was analysed. A total of 1002 teachers ( M age = 37.5, SD = 9.6 years old) from the 33 states of Mexico, 365 men and 510 females with 13.5 years of teaching experience, of whom 32% were trained in gifted education, completed an anonymous questionnaire. K -means cluster analysis revealed two clusters. Cluster 1 comprised teachers (61.2%) with poor knowledge, while Cluster 2 included teachers (38.8%) with basic knowledge and more teaching experience and training. Overall, the findings had implications for teachers’ training and educational policy.

Keywords: gifted education; primary-school teachers (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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