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It is important to note that trainee teachers view the current teacher training programme as lacking in terms of preparing them to handle gifted learners. The literature in Chapter 2 recommends that, Pre-service teacher training courses should aim at providing trainee teachers with competencies for teaching gifted learners (Tasmania Department of Education, 2000). In this study, the lecturers

from the Professional Studies section were mandated to teach trainee teachers in the theory and practice of handling different learners. However, the research findings revealed that college programmes were not fulfilling this aim. The training seemed to emphasise individual differences at the expense of gifted learners, as in the response of Lecturer 2 from College B, who complained that, “The programme does not adequately address the issue of gifted learners but it only offers introduction when covering the topics of individual differences. The way student teachers deal with gifted learners is inadequate …” The researcher’s observation on lessons taught by trainee teachers confirmed that trainee teachers on teaching practice lacked knowledge and skills to handle gifted learners. This was clear testimony that teacher training programmes did not adequately equip trainee teachers with the knowledge or skills to handle gifted learners.

According to Zundan-Fraser and Lancaster (2012), one of the major changes in the preparation of teachers for mainstream schools has been the need to prepare them for the diverse student populations they will be required to teach either during their teaching practice or when they are qualified. Under the current teacher training model in Zimbabwe, Theory of Education and Professional Studies have a role to play in preparing trainee teachers to meet the needs of multiple abilities. Research findings from the mentors revealed that the topic on handling gifted learners was not part of the curriculum in teachers colleges during their training. This has been drawn from the participants' responses, for example Mentor C who said, “During our training the common term used was fast learners and their needs were covered under individual differences which were covered in both Theory of Education and Professional Studies syllabuses." It appeared to have been taken for granted that the treatment of individual differences in general would enable trainee teachers to handle gifted learners. The responses from the trainee teachers tallied with those of mentors, for example trainee A, who said, "During Psychology of Education there were lectures that covered individual differences and particularly that slow learners were to be given remedial work and fast learners given extra work. I am not sure of the needs of gifted learners because that was not covered in lectures." The mentors and trainee teachers were of different training profiles but still had the same responses, which was an indicator that no initiatives had been made in order to prepare trainee teachers to handle gifted learners.

Judging from this assertion and research findings, there were no initiatives in teacher education programmes to prepare trainee teachers to handle gifted learners. The teacher education training programmes should develop new knowledge and skills relevant to the needs of diverse learners, including gifted ones. In relation to this the researcher sought to find out from mentors and trainee teachers the aspects they considered relevant for preparing newly trained teachers to meet the needs of gifted learners. In response to the question, participants indicated that there was a need to include gifted education in Professional Studies and Theory of Education, which are the core areas for preparing newly trained teachers for classroom practice. This revealed that gifted education was not part of their teacher training programmes.

Recommendations

 All aspects of gifted education should be fully embedded in teacher training programmes rather than being an appendage that is left to the discretion of the lecturer.

 There is need for teacher training colleges to have a serious relook at their teacher training programmes in a proactive manner to include gifted education. This would adequately prepare trainee teachers to cater for learners with diverse abilities.

 Teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education. This would prepare and equip the trainee teachers with knowledge and skills to handle gifted learners.

 There is need for workshops at school level to staff develop mentors on the qualities of teachers for gifted learners. This would enhance their handling of gifted learners as well as guide the trainee teachers whom they host.

 The teacher training programme should go beyond the treatment of the qualities of a general teacher and include qualities of the teacher for gifted learners.

5.4.1. Distinguishing gifted learners from other learners

When analysing findings from observations and interviews, most participants agree that, gifted learners refers to intellectually exceptionally able learners who

score an IQ of 130 or above on the Wechsler Intelligence Scale for learners (Painter, 1984). Lecturers were unable to give detailed explanations about the IQ tests, which showed that they had limited knowledge about the tests as they relate to gifted education as the IQ scores are used sometimes to identify gifted learners. Professionally qualified teachers should possess the required knowledge and skills to assess and identify gifted learners (Marland, in Carolyn 2014). Thus, knowledge of IQ Tests is important to the trainee teacher in identifying gifted learners. If lecturers have limited knowledge about the tests they might not see their relevance to the trainee teacher and are most likely to exclude them from their teacher training programmes.

The term ‘gifted’ refers to intellectually exceptionally able learners who score an IQ of 130 or above on the Wechsler Intelligence Scale for learners (Painter, 1984). Gifted learners are those individuals who have 130+ IQs and learn up to eight times as quickly as low IQ learners, and when provided with the right kinds of teaching can master several years’ materials in one year (Ibata-Arens, 2012). Judging by these views, knowledge of the IQ tests is important for trainee teachers as it is one of the ways of identifying gifted learners. The knowledge of learners' IQs would enable the teacher to provide suitable learning materials and content. Responses from the lecturers to the above question on knowledge of standardised IQ tests reflected that they had limited knowledge about the tests and how they could assist trainee teachers to meet the needs of gifted learners. This meant that lecturers did not teach the topic on IQ tests.

Recommendation:

 Lecturers should make a deliberate effort to provide trainee teachers with knowledge about the IQ tests.

5.4.2. Inefficiency in the Mentoring Process

Findings revealed inefficiency in the mentoring process because when student teachers are in the schools they are placed under mentors who are qualified teachers. It is assumed that these teachers has knowledge and skills in handling gifted learners but it was not always the case, some mentors knew exactly how to handle gifted learners whereas the majority did not have the skills to do that. Mentoring can be defined as a sustained relationship between a novice and an

expert: “In a clearly defined teacher-mentoring relationship, the expert provides help, support and guidance that helps the novice develop the necessary skills to enter or continue on his/her career path” (Podsen & Denmark, 2007:10). The mentor is seen as a trusted friend, counsellor, guide advocate and role model, information-provider and provider for learning opportunities (McKimm, Jollie & Hatterr 1999). Some of the roles of the mentor include assisting with induction and introducing the mentee to the department processes and procedures.

Mentors and trainee teachers revealed that they had limited knowledge on how education programmes relate to gifted learners as such they were not sure of the qualities of teachers for gifted learners, as evidenced by the responses of Mentor A

“…teachers of gifted learners should have higher levels of education. The teachers should have diversity in thinking and should be creative.” From Focus Group A: “The qualities of a teacher should include hard work, wide reading and open mindedness as being the hall mark of the teacher for the gifted pupils."

The given qualities were few and generally applied to any other teacher, not specifically to teachers of gifted learners. On the same note, Keen (2005) asserts that the effective teacher of gifted learners should not necessarily possess exceptional academic qualifications, but exceptional attitudes. However, there has been little research that attempts to understand those who teach in the field (Hodge, & Kemp, 2006). In order to handle the gifted learner the qualities of a teacher of gifted learners should supersede those of a general classroom practitioner. Mentors and trainee teachers could only mention teacher qualities which are mainly expected of any teacher. This meant that the participants had no knowledge of qualities of a teacher for gifted learners. Ironically, this showed that this was lacking in the teacher preparation programme.

Recommendations:

 The study recommended in-service training on handling gifted learners in class for mentors because they play a huge role in shaping teachers who

are still in training. They need to be equipped with all the skills and knowledge that the lecturers have.

 Mentors require in-service training in content analysis and evaluation in order to enable them to select relevant and appropriate curriculum materials for the gifted learners.

5.5. FINDINGS ON STRATEGIES TO ENHANCE TRAINING OF TEACHERS