The impact of teachers' representations on the school experience of Tunisian children with High Intellectual Potential

The impact of teachers' representations on the school experience of Tunisian children with High Intellectual Potential

• Wiem Kadri, Université virtuelle de Tunis, Tunisie

• Ghazi Chakroun, Université de Sfax, Tunisie

doi : https://dx.doi.org/10.18162/fp.2023.780

Résumé

The current research aims to study the impact of teacher’s representations on the school experience of Tunisian children with High Intellectual Potential (HPI). To this end, we questioned 176 primary school teachers on their representations of the problems of these children. In addition, we interviewed 222 pupils from the pilot high schools to reveal how they perceived their primary school experience. The results show that most of the teachers were unable to identify the problems of these children. This has an impact on their reported negative school experience.

Abstract

The current research aims to study the impact of teacher’s representations on the school experience of Tunisian children with High Intellectual Potential (HPI). To this end, we questioned 176 primary school teachers on their representations of the problems of these children. In addition, we interviewed 222 pupils from the pilot high schools to reveal how they perceived their primary school experience. The results show that most of the teachers were unable to identify the problems of these children. This has an impact on their reported negative school experience.