Gifted Education and Primary School
A Qualitative Analysis of Italian Teachers’ Perceptions
Bibliographic Data
| ID | 22045159 |
|---|---|
| Authors | Erika Daria Torello (0009-0009-6676-7590, Universidad de Jaén, corresponding author), Eufrásio Peréz Navio (0000-0001-8688-9602, Universidad de Jaén, corresponding author), Enrico Bocciolesi (0000-0002-9282-5899, University of Urbino, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 11 |
| Pages | 1420 |
| Publication date | 2025-10-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15111420 |
| OpenAlex | W4415445786 |
| Language | EN |
| References cited | 13 |
Giftedness remains a largely unrecognised phenomenon within the Italian school system, where teacher training and educational strategies are still predominantly focused on the needs of students with learning difficulties where special education is concerned. Through a qualitative analysis of three focus groups conducted with 15 teachers from various Italian regions, this study explores the perceptions, challenges, and training needs of primary school teachers in relation to gifted education. Participants, selected from a previous nationwide survey on teachers’ perceptions of giftedness, represented diverse geographical and professional contexts and discussed their experiences in moderated sessions of about 90 min each. Data were transcribed and examined through thematic analysis, following an inductive coding process conducted collaboratively by the research team to ensure reliability and depth of interpretation. The analysis revealed five main themes: an uncertain and fragmented definition of giftedness, often confused with high academic achievement or learning disorders; difficulties in early identification due to a lack of training and suitable diagnostic tools; challenges in classroom management; inadequate teaching strategies, often ineffective in addressing the needs of gifted students; and the need for specific training and practical support tools. Teachers also emphasised relational difficulties, issues in collaborating with families, and the frequent marginalisation of giftedness in school discourse. The focus groups, beyond being research instruments, proved to be meaningful formative experiences, allowing teachers to reflect on practice and co-construct possible solutions. Among the most shared proposals were the introduction of mandatory training, both at the university and in-service level, and the creation of a teacher-friendly vademecum to support early identification and suggest practical classroom strategies. The findings suggest that the absence of an institutional culture around giftedness significantly limits the recognition and development of these students within the Italian educational system, highlighting the urgent need to integrate this topic into teacher training programmes and to provide operational tools to support teachers in their practice
Axial coding · Focus group · Formative assessment · Perception · Qualitative analysis · Qualitative research · Thematic analysis · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Psychological and Educational Research Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |