The impact of the Hong Kong policy for gifted education on pre-service teachers' conceptions of giftedness: An application of the Pentagonal Implicit Theory of Giftedness

Alice Chan, Norman Shane Phillipson, Sivaneswary Phillipson

    Research output: Contribution to journalArticleResearchpeer-review


    The gifted education policy in Hong Kong has been implemented since 2000. Despite this history, its impact on teachers in Hong Kong remains unknown. Using the Pentagonal Implicit Theory of Giftedness, this research investigated the effect of that change on teachers' views into the nature of giftedness and how gifted students could be identified. In-service teachers (n= 58) were convenience sampled and asked to respond to a questionnaire that depended on hypothetical students of either gender using the criteria of 'excellence', 'rarity', 'productivity', 'demonstrability', 'value to society' and 'value of product'. Responses were subjected to multiple regression analysis. The results show marked changes in teachers' views toward giftedness since 1998, particularly in the importance of 'rarity' and 'value of product'. The implications for the gifted education policy in Hong Kong are discussed.

    Original languageEnglish
    Pages (from-to)5-15
    Number of pages11
    JournalAustralasian Journal of Gifted Education
    Issue number2
    Publication statusPublished - 1 Dec 2014

    Cite this