Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse needs effectively. The main problem has been failure by teachers to deal with gifted learners. The objective of this qualitative study focused on answering the key research question, ‘What are the teacher education initiatives undertaken by Teachers Colleges to prepare trainee teachers in handling gifted learners in primary schools in Zimbabwe?’ The problem is mainly attributed to preparation of teachers during pre-service training. Primary school education in Zimbabwe has tended to ignore gifted learners as compared to learners who experience academic barriers. It has been observed that records kept by trainee teachers on teaching practice reflect some serious planning considerations given to remedial cases in which gifted learners are completely ignored. This suggests that the trainee teachers are not deliberately ignoring gifted learners but have an inherent assumption that they do not need extra attention. The research was grounded in the constructivist paradigm to gain a full understanding of the social life-world of the initiatives by teacher education in the preparation of trainee teachers to handle gifted learners. A phenomenological design was employed to collect data through qualitative methods, namely semi-structured interviews, observation and focus group discussion. The respondents to these data collection methods were lecturers from two teachers colleges, qualified teachers and trainee teachers from two primary schools. The main finding was that gifted education was missing in the teacher preparation to enable trainee teachers to handle gifted learners. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for a national policy on gifted education to provide guidelines for teacher education programmes and that teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Primary school teachers in Zimbabwe tend to face a number of challenges that need to be overcome if they are to handle learners with diverse needs effectively. The main problem has been failure by teachers to deal with gifted learners. The objective of this qualitative study focused on answering the key research question, ‘What are the teacher education initiatives undertaken by Teachers Colleges to prepare trainee teachers in handling gifted learners in primary schools in Zimbabwe?’ The problem is mainly attributed to preparation of teachers during pre-service training. Primary school education in Zimbabwe has tended to ignore gifted learners as compared to learners who experience academic barriers. It has been observed that records kept by trainee teachers on teaching practice reflect some serious planning considerations given to remedial cases in which gifted learners are completely ignored. This suggests that the trainee teachers are not deliberately ignoring gifted learners but have an inherent assumption that they do not need extra attention. The research was grounded in the constructivist paradigm to gain a full understanding of the social life-world of the initiatives by teacher education in the preparation of trainee teachers to handle gifted learners. A phenomenological design was employed to collect data through qualitative methods, namely semi-structured interviews, observation and focus group discussion. The respondents to these data collection methods were lecturers from two teachers colleges, qualified teachers and trainee teachers from two primary schools. The main finding was that gifted education was missing in the teacher preparation to enable trainee teachers to handle gifted learners. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for a national policy on gifted education to provide guidelines for teacher education programmes and that teacher training colleges should review their curriculum specifically in Theory of Education and Professional Studies to include gifted education. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)