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This research examines teachers’ perspectives on overcoming barriers to deliver effective gifted education. Using qualitative methods with interviews and surveys, it identifies key challenges such as limited resources, insufficient training, and inadequate support from stakeholders. The study proposes solutions including stronger professional development, increased funding, and stakeholder collaboration, while stressing the value of integrating gifted-education modules into teacher education and supporting GATE policy implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/navigating-challenges-in-gifted-education-a-teachers-perspective-on-overcoming-barriers/593293/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/navigating-challenges-in-gifted-education-a-teachers-perspective-on-overcoming-barriers/593293.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research focus on regarding gifted education?","Question",{"text":112,"@type":113},"The research explores teachers’ perspectives on overcoming obstacles that hinder effective gifted education and how these barriers can be addressed.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges do teachers report in gifted education?",{"text":117,"@type":113},"Teachers identify limited resources, inadequate training, and insufficient stakeholder support as major barriers.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the study suggest improving gifted education practice?",{"text":121,"@type":113},"It recommends enhanced professional development, increased funding, and collaboration among stakeholders, alongside integrating gifted-education modules into teacher education and implementing GATE policy for good practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593293,1792230872,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Navigating Challenges in Gifted Education: A Teacher's Perspective on Overcoming Barriers  \nBy LukandaKalobo ∗ & Wendy Setlalentoa ±  \nGifted education is of utmost importance in the development and growth of intellectually advanced students; however, it often encounters various obstacles that hinder its effectiveness. This research delves into the perspectives of teachers regarding the overcoming of these barriers to providing effective gifted education.  \nEmploying qualitative research methods, a combination of interviews and surveys is conducted to gather valuable insights from a diverse group of teachers. The findings shed light on several challenges faced by teachers, including limited resources, inadequate training, and insufficient support from stakeholders. To address these challenges, teachers put forth potential solutions that could lead to the improvement of gifted education. These solutions encompass enhanced professional development opportunities for teachers, increased funding to allocate resources effectively, and the promotion of collaboration among all stakeholders involved. By effectively addressing these barriers, a more inclusive and nurturing environment can be fostered for gifted students. The study underlines the importance of integrating modules on gifted education into teacher education programs. By incorporating these modules, future educators can be equipped with the knowledge and skills necessary to effectively support and educate gifted students. Consequently, the implementation of the GATE policy to promote good practice plays a key role in gifted education. Ultimately, this research contributes to a deeper understanding of the challenges faced in gifted education and provides valuable insights that can inform policies and practices aimed at supporting the education of gifted students.  \nKeywords: barriers to gifted, gifted learners, teachers' perspectives, teachers’development.  \nIntroduction  \nTeachers' education, training, and support should prioritize the development of skills necessary for understanding gifted education. Limited training in working with gifted students in traditional classroom settings poses a challenge for educators (Kettler, Oveross & Bishop, 2017). Teachers' perceptions and knowledge significantly impact student learning in gifted education (Clark, 2008). These perceptions influence classroom interactions, teaching methods, and learning outcomes (Troxclair, 2013). External factors, such as a country's historical, cultural, and political context, can shape perceptions and policy decisions in gifted education (Taylor & Kokot, 2000) . In South Africa, there is limited knowledge about efforts to maximize the potential of gifted students, increasing the risk of underachievement (Al-Oweidi, 2019) .  \n∗Senior Lecturer, Central University of Technology, Free State, South Africa.  \n±Professor and Dean of the Department of Mathematics, Sciences, and Technology Education, Central University of Technology, Free State, South Africa.  \nEmpirical studies on teachers' perceived barriers to gifted education are valuable for improving gifted learner programs. Professional development is crucial for teachers to effectively recognize and serve gifted students (Khalil & Accariya, 2016; Rowley, 2012; Sayi, 2018). Understanding teacher perceptions is essential for identifying necessary actions to enhance gifted education.  \nBarriers to Gifted Education  \nLack of proper training for education professionals is a significant barrier to the creativity, identification, and inclusion of gifted students (Piske, Stoltz, Vestena, Freitas, Valentim, de Oliveira, Barby, & Machado, 2016). Teachers who have abetter understanding of the needs of gifted children can develop effective teaching strategies that stimulate their creativity and cultivate their curiosity and desire to learn (Piske, 2015) . Unfortunately, the creative potential of exceptional students often receives insufficient attention in schools, ","cbCaiuSvbN9GPkOD","https://ap.wps.com/l/cbCaiuSvbN9GPkOD","pdf",214392,"English","# Introduction\n# Barriers to Gifted Education\n## Barriers to the Creativity of Gifted Student\n## Barriers to Identification of Gifted Student","[{\"question\":\"What does the research focus on regarding gifted education?\",\"answer\":\"The research explores teachers’ perspectives on overcoming obstacles that hinder effective gifted education and how these barriers can be addressed.\"},{\"question\":\"What challenges do teachers report in gifted education?\",\"answer\":\"Teachers identify limited resources, inadequate training, and insufficient stakeholder support as major barriers.\"},{\"question\":\"How does the study suggest improving gifted education practice?\",\"answer\":\"It recommends enhanced professional development, increased funding, and collaboration among stakeholders, alongside integrating gifted-education modules into teacher education and implementing GATE policy for good practice.\"}]","Navigating Challenges in Gifted Education - A Teacher's Perspective on Overcoming Barriers | PDF",1792076994,48]