Abstract:
While there is no unanimity on how we define and assess giftedness and talent among students, identifying and educating gifted students in schools remain elusive. Despite criticisms leveled against teachers‟ understanding of giftedness, teachers‟ perceptions of giftedness and talent among students cannot be ignored. In the quest to gain insight into current practice in Bahrain; this study explored Bahraini teachers‟ perceptions of giftedness and talent among children in primary schools. Using a Likert type questionnaire, the study sampled data from 80 (male and female) Bahraini primary school teachers. The study revealed that Bahraini teachers viewed giftedness as essentially academic excellence. The study also revealed gaps in teachers‟ understanding of theory and practice in gifted education. In view of these findings, the study recommended a complete review of staff development programs and the preparation of pre-service teachers on understanding and educating highly able students in Bahrain schools.
