Deficit in teachers and educators’ training on intellectual giftedness: A handicap for elementary education in Andalusia

Abstract

The aim of this study was to analyze the training on giftedness that teachers receive in their undergraduate and graduate degrees in Andalusia. Hypothesis: Teachers do not have sufficient undergraduate and graduate training to be able to work in the classroom with the special educational needs of gifted children. Based on our objective and hypothesis, we have carried out an analysis of the undergraduate and graduate university curricula as regards giftedness in the public universities of Andalusia. Methodology: Documentary analysis using public and official information of undergraduate and graduate programs about gifted education, by means of 5 variables, and in all the public universities of Andalusia and the UNED, in degrees which followed the reference educational model of Andalusia: 35 undergraduate subjects, and 184 specific topics or modules on gifted children. Eight graduate courses were also studied, as well as the national private offer. Results: The Andalusian average for undergraduate training on giftedness is only 0.63% of optional credits (37.72 hours) and 0.22% of compulsory credits (13.07 hours). In graduate studies, these credits are not exclusively focused on giftedness, with the average number of credits used in training students being 1.35% of the total for the graduate course.