A phenomenological Study on Elementary School Teachers' Experiences About Implementation of the Plan for Identification and Direction of Gifted Students

Abstract

Introduction One of the basic principles in any education system is valuing learner’s individual differences and needs and providing them with instruction based on their abilities and talents. Identifying, directing and supporting gifted students has been considered as one of the most significant issues that has been received strong emphasis in higher education documents, including the National Curriculum Framework Document of Iran. Unfortunately, however, due to different reasons, they have been neglected in many education systems. This plan, like any other plan, requires scientific pathology of its essence, content and methods of implementation. Neglecting this vital phenomenon can lead to waste of social capital and loss of students' intellectual abilities. Considering the above problem, the objective of this study was to use a phenomenological approach for identifying perceptions and experiences of elementary school teachers about implementation of the plan for identifying and directing gifted students. Research question What are elementary girls' school teachers’ perceptions and experiences about implementation of the plan for identifying and directing gifted students? Methods The qualitative approach and, more specifically, descriptive phenomenological method was used for conducting the present study. The research population were all fifth grade teachers of elementary girls' school in Hamedan, Hamadan Province, Iran who were involved in implementation of the plan for identifying and directing gifted students over the academic year 2018-2019. The research sample included 16 teachers who were selected based on criterion sampling and by taking into account the principle of theoretical saturation. The most important criteria for selection of participants were having theoretical and practical knowledge, participation in relevant workshops, and having two years’ experience of implementing the plan for identifying and directing gifted students and five years of working experiences). Semi structured internes with participants were then carried out in order to collect data and each interview took between 25 to 40 minutes. The collected data was next coded. The validity of the obtained data was assessed through calculating Lawshe's content validity ratio. Accordingly, the collected data was presented to eight experts in different fields of study, including curriculum development and educational psychology. Concerning this, the obtained values were 0.88 for motivational factors, 0.84 for staff and supporting factors, 0.91 for cultural and social factors, 0.89 for instructional factors, and 0.88 for all the factors. As a result, content validity of data was confirmed. For determining credibility of the data, Lincoln and Guba's criteria were used. Accordingly, the interview process took place with a focus on the research objectives and questions. In addition, in order to make a correct interpretation of interviews, the results concerning teachers' perspectives were presented to participants and the identified misconception were corrected. Transferability of data was assessed through the use of different sources of data, for instance through listening to participants' narratives and interviewing them, constant reviewing of data, benefitting from environmental triangulation, and having external check. Results: Based on research findings, teachers perceptions' and experiences were classified into four organizing themes, namely motivational, staff and supporting, instructional, and social and cultural themes. Moreover, 31 basic themes were identified in relation to these organizing themes. The motivational dimension included themes such as indifferences between teachers involved in implementation of the plan for identifying and directing gifted students and other teachers, assumption of imposed additional work by teachers, and benefits like scientific visits and field trip. In staff and supporting dimension, basic themes included lack of monitoring for implementation of plan, uncertainty about future of the plan and implementation of multiple simultaneous plans. Some basic themes in cultural and social dimension were conflict perspectives among the relevant practitioners and experts, lack of coordination between families and teachers, unawareness of family, inadequate information presented by social media, stereotype believes, and inadequate information about the existing differences between the plan and gifted schools' mission. The instructional dimensions included themes such as impractical workshop, use of unqualified educators for in-service education, unawareness of assessment tools, and number of students in each classroom. Discussion: Based on the findings, teachers had some unpleasant perception and experiences for identifying and directing gifted students and the most unpleasant experiences were caused by instructional problems. In fact, it should be stated that there was no clear and comprehensive plan for directing student talent at elementary schools. Schools do not prepare students for accepting responsibility. They only prepare student to achieve higher levels of education and encourage them to compete with their peers. Overall, replacing product-centered, competition- and score-based instruction with creativity, self-initiation, self-discovery, curiosity and self-motivation requires comprehensive interaction between the country's National Elites Foundation, Organization for Gifted and Talented Education, the Office of Gifted and Talented Students, society, family, teachers and principals.