Exploring Teachers’ Representations,Self-Efficacy,and Support Strategies When Recognizing Gifted Children in the French-Speaking Part of Switzerland

Abstract

Teachers play a key role in identifying and supporting gifted children, making their understanding of giftedness essential. This study explored teachers’ representations of giftedness, their feelings and self-efficacy, particularly in relation to different gifted profiles, and identify the factors influencing their perceived ability to spot and support these children. Pre-service and in-service teachers from French-speaking Switzerland completed a survey featuring vignettes of gifted children. The main results showed that teachers’ overall perceptions of gifted children were influenced by their own teaching experience and personal exposure to giftedness. However, many felt ill-equipped to support gifted students, and those with higher self-efficacy were more likely to implement tailored interventions. These findings underscore the need for targeted training that boosts teachers’ confidence and addresses biases in recognizing diverse gifted profiles, ultimately promoting more equitable identification and support for gifted learners.