 The relation between teachers’ background and school type and their perceptions of the gifted and gifted educationMaya Antoun Gifted and Talented International, 2022, vol. 37, issue 2, 134-151 Abstract: Teachers’perceptions of their students affect the way they provide opportunities and support for learning. Given that Lebanon has no specific policy or formal school practices for gifted students, it is important to understand what factors might affect education provision to such students. In this study, I investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students and their education and sought to determine what factors affected these perceptions. I utilized qualitative and quantitative methods in the gathering of data from 281 teachers across three Lebanese governorates. Of the 281 teachers who completed the questionnaire, 12 also participated in the qualitative component, which involved individual semi-structured interviews. The findings suggest how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and the choices made regarding the gifted education provision in classrooms. Date: 2022 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:ugtixx:v:37:y:2022:i:2:p:134-151 Ordering information: This journal article can be ordered from DOI: 10.1080/15332276.2022.2083533 Access Statistics for this article Gifted and Talented International is currently edited by Sheyla Blumen More articles in Gifted and Talented International from Taylor & Francis Journals |
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