Teachers’ Implicit Theories of Giftedness, Practices and Challenges: An Exploratory Study of Gifted Education in Cycle Two Omani Government Schools (Grades 5-9)

Abstract

The overall aim of this study is to explore the reality of gifted education in Omani schools. It particularly aims to explore Omani teachers’ implicit theories and beliefs pertaining to the construct of giftedness, the existing practices of gifted education and the challenges it faces at cycle two government schools (grades 5-9). The ultimate aim of this exploration is to construct a deeper understanding of the implications the findings may have for our understanding of how giftedness is perceived by Omani teachers and how this understanding influences their attitudes and practices. Findings related to the current practices and challenges may help the policy-makers in the Ministry of Education (MOE)to rethink about gifted education and how it can be enhanced. The study adopted a multi-case study design by focusing the investigation on four female government schools and devising two methods. First, as subject groups, teachers in each school were asked to generate their closest group metaphors of a gifted learner. To dig more deeply into their metaphors and to reveal more implicit theories, the same teacher groups were interviewed. In addition, a focus group interview was held with a group of administrators from each school to discuss the existing gifted education practices taking place at the four school cases and the challenges they encountered. Analysis of the teachers’ metaphors reveals that teachers overwhelmingly hold a positive picture of gifted learners. The findings also indicate that teachers hold inclusive Implicit Theories of Giftedness (ITG) through which giftedness is not confined to superior intellectual ability but is rather a multi-dimensional construct. The study also reveals that teachers undervalue the role of pre-service education and INSET programs. The findings indicate that the existing practices at the four school cases are influenced by a number of factors including a lack of identification procedures, the school’s location, the school’s administration, teachers’ attitudes and the surrounding community. Three main challenges facing gifted education are identified: challenges associated with students, challenges associated with teachers and challenges associated with schools. Based on these findings, the implications for teachers, policy-makers and practitioners in both the MOE and the Ministry of Higher Education (MOHE) are considered.