Teacher training in Portugal for the educational care of gifted students

Abstract

The current Portuguese educational context highlights the importance of including gifted students by developing and implementing specific educational policies and practices. Recognizing that teacher preparedness is crucial to achieving this goal, this study examines the extent and impact of teacher training in Portugal in relation to the needs of gifted learners. Quantitative data were collected via a structured questionnaire administered to 863 Portuguese teachers from various educational levels and regions using stratified sampling to ensure representativeness. Statistical analysis indicated a positive association between specific training in giftedness and more effective pedagogical practices, greater use of differentiated instruction, and increased ability to adapt learning environments for high-potential students. Conversely, a lack of training in giftedness was related to significant limitations in teachers' abilities to fully integrate gifted students into mainstream education and nurture their academic and socio-emotional development. The findings underscore the urgent need to reinforce initial and ongoing teacher training programs by incorporating content on identifying gifted students, understanding their characteristics, and implementing effective pedagogical strategies. Additionally, policies should promote professional development opportunities, collaborative networks, and access to specialized resources. This would enable teachers to design and implement tailored strategies to enhance gifted students’ learning potential. This study provides new empirical evidence in the Portuguese context and offers insights that may inform national and international policy frameworks. The implications extend beyond gifted education to contribute to broader discussions on equity, excellence, and optimizing educational resources.