International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289
Educational Policy Analysis and Strategic Research
International Association of Educators

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(3) 138-157

Perceptions of Primary School Teacher Candidates Regarding the Characteristics and Education of Gifted Students

Aygen Koç Koca

pp. 138 - 157   |  DOI: https://doi.org/10.29329/epasr.2023.600.7   |  Manu. Number: MANU-2305-04-0005.R1

Published online: September 30, 2023  |   Number of Views: 93  |  Number of Download: 130

Save PDF

Abstract

In this study, the perceptions of primary school teacher candidates regarding the characteristics and education of gifted students were examined. This qualitative study was conducted with a phenomenological research design. Semi-structured interviews were conducted with a total of 62 primary school classroom teachers who were selected using the criterion sampling method. Interview data were analyzed via the descriptive analysis method. The findings of the study showed that primary classroom teacher candidates generally defined giftedness according to the dimensions of high-level mental performance/intelligence and creativity. They considered expert evaluations important in the diagnosis of giftedness, and they also highlighted the importance of identifying the interests of gifted students and applying additional activities and differentiated instructional practices in their education. A particularly noteworthy finding of this study was that primary school teacher candidates considered the lack of competency and knowledge among classroom teachers regarding giftedness as one of the major problems that gifted students may experience in the course of their primary education. 

Keywords: Primary school teacher candidates, primary school period, giftedness, characteristics of gifted students, education of gifted students

How to Cite this Article?

APA 6th edition
Koca, A.K. (2023). Perceptions of Primary School Teacher Candidates Regarding the Characteristics and Education of Gifted Students . Educational Policy Analysis and Strategic Research, 18(3), 138-157. doi: 10.29329/epasr.2023.600.7

Harvard
Koca, A. (2023). Perceptions of Primary School Teacher Candidates Regarding the Characteristics and Education of Gifted Students . Educational Policy Analysis and Strategic Research, 18(3), pp. 138-157.

Chicago 16th edition
Koca, Aygen Koc (2023). "Perceptions of Primary School Teacher Candidates Regarding the Characteristics and Education of Gifted Students ". Educational Policy Analysis and Strategic Research 18 (3):138-157. doi:10.29329/epasr.2023.600.7.
References
  1. Antoun, M. (2022). The relation between teachers’ background and school type and their perceptions of the gifted and gifted education. Gifted and Talented International, 37(2), 134-151. https://doi.org/10.1080/15332276.2022.2083533 [Google Scholar] [Crossref] 
  2. Barbier, K., Struyf, E., & Donche, V. (2022). Teachers' beliefs about and educational practices with high-ability students. Teaching and Teacher Education, 109, 103566. https://doi.org/10.1016/j.tate.2021.103566 [Google Scholar] [Crossref] 
  3. Borhan, E. (2023). An Overview of Teacher Education Practices: Examples from Four Countries in Three Continents. Base for Electronic Educational Sciences, 4(1), 15-26. [Google Scholar]
  4. Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4), 362-395. https://doi.org/10.1177/0162353219874418 [Google Scholar] [Crossref] 
  5. Clinkenbeard, P.R. and Kollhoff, P.B. (2001). Ten suggestions for including gifted education in preservice teacher education, The Teacher Educator, 3(3), 214-216. https://doi.org/10.1080/08878730109555265 [Google Scholar] [Crossref] 
  6. Coleman, M. R. (2016). Recognizing young children with high potential: U‐STARS∼ PLUS. Annals of the New York Academy of Sciences, 1377(1), 32-43. https://doi.org/10.1111/nyas.13161 [Google Scholar] [Crossref] 
  7. Cukierkorn, J. R., Karnes, F. A., Manning, S. J., Houston, H., & Besnoy, K. (2007). Serving the preschool gifted child: Programming and resources. Roeper Review, 29(4), 271-276. https://doi.org/10.1080/02783190709554422 [Google Scholar] [Crossref] 
  8. David, H. (2011). The importance of teachers' attitude in nurturing and educating gifted children. Gifted and Talented International, 26(1-2), 71-80. https://doi.org/10.1080/15332276.2011.11673590 [Google Scholar] [Crossref] 
  9. Erdoğdu, M. Y. (2006). Yaratıcılık ile Öğretmen Davranışları ve Akademik Başarı Arasındaki İlişkiler. Elektronik sosyal bilimler dergisi, 5(17), 95-106. [Google Scholar]
  10. Goksu, D.Y. & Gelisli, Y. (2022). Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students. Educational Policy Analysis and Strategic Research, 17(1), 190-217. https://doi.org/10.29329/epasr.2022.248.10 [Google Scholar] [Crossref] 
  11. Harrison, C. (2004). Giftedness in early childhood: The search for complexity and connection. Roeper Review, 26(2), 78-84. https://doi.org/10.1080/02783190409554246 [Google Scholar] [Crossref] 
  12. Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, 101871. https://doi.org/10.1016/j.lindif.2020.101871 [Google Scholar] [Crossref] 
  13. Huberman, A. M., & Miles, M. B. (1994). Data management and analysis methods. Sage Publications, Inc. [Google Scholar]
  14. Jolly, J. L., & Kettler, T. (2008). Gifted education research 1994–2003: A disconnect between priorities and practice. Journal for the Education of the Gifted, 31(4), 427-446. https://doi.org/10.4219/jeg-2008-792 [Google Scholar] [Crossref] 
  15. Jung, R. E., & Hunter, D. R. (2022). A Call to More Imaginative Research into Creative Achievement. Creativity Research Journal, 1-15. https://doi.org/10.1080/10400419.2022.2143094 [Google Scholar] [Crossref] 
  16. Koç Koca, A. (2023). Matematikte Özel Yetenekli Çocuklar ve Matematik Etkinlikleri. Pegem Akademi. Ankara. https://depo.pegem.net/9786256357747.pdf [Google Scholar]
  17. Korthagen, F. A. J. (2011). Making teacher education relevant for practice: The pedagogy of realistic teacher education. Orbis Scholae, 5(2), 31-50. https://doi.org/10.14712/23363177.2018.99 [Google Scholar] [Crossref] 
  18. Laine, S., Hotulainen, R., & Tirri, K. (2019). Finnish elementary school teachers’ attitudes toward gifted education. Roeper Review, 41(2), 76-87. https://doi.org/10.1080/02783193.2019.1592794 [Google Scholar] [Crossref] 
  19. Lassig, C. J. (2009) Teachers' attitudes towards the gifted: the importance of Professional development and school culture. Australasian Journal of Gifted Education, 18(2), 32- 42. [Google Scholar]
  20. Lockhart, K., Meyer, M. S., & Crutchfield, K. (2022). A content analysis of selected state plans for gifted and talented education. Journal of Advanced Academics, 33(1), 3-42. https://doi.org/10.1177/1932202X211026240 [Google Scholar] [Crossref] 
  21. Marsili, F., & Pellegrini, M. (2022). The relation between nominations and traditional measures in the gifted identification process: A meta-analysis. School Psychology International, 43(4), 321-338. https://doi.org/10.1177/01430343221105398 [Google Scholar] [Crossref] 
  22. McGee, C. D., & Hughes, C. E. (2011). Identifying and supporting young gifted learners. YC Young Children, 66(4), 100. [Google Scholar]
  23. Moon, T. R., & Brighton, C. M. (2008). Primary teachers' conceptions of giftedness. Journal for the Education of the Gifted, 31(4), 447-480. https://doi.org/10.4219/jeg-2008-793 [Google Scholar] [Crossref] 
  24. Ninkov, I. (2020). Education policies for gifted children within a human rights paradigm: a comparative analysis. Journal of Human Rights and Social Work, 5, 280-289. [Google Scholar]
  25. Olszewski -Kubillus, P., Subotnik, R. F., & Worrell, F. C. (2021). Talent development as a framework for gifted education: Implications for best practices and applications in schools. Routledge. [Google Scholar]
  26. Orhon, G. (2014). Yaratıcılık, Pegem Akademi, Ankara. [Google Scholar]
  27. Paek, S. H., Sumners, S. E., & Sharpe, D. I. (2020). Teachers’ beliefs of creative children. The Journal of Creative Behavior, 54(3), 646-661. https://doi.org/10.1002/jocb.400 [Google Scholar] [Crossref] 
  28. Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications [Google Scholar]
  29. Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615 [Google Scholar] [Crossref] 
  30. Renzulli, J. S. (1985). Are teachers of the gifted specialists? A landmark decision on employment practices in special education for the gifted. Gifted Child Quarterly, 29(1), 24-28. https://doi.org/10.1177/0016986285029001 [Google Scholar] [Crossref] 
  31. Renzulli, J. S. (2022). What is [or Should be] the Pedagogy of Gifted Education Programs. International Journal for Talent Development and Creativity, 179. https://doi.org/10.1177/02614294211042333 [Google Scholar] [Crossref] 
  32. Sahin, C.C. (2021). A Meta-Synthesis of Teacher Training Studies in the Focus of Gifted Education . International Journal of Progressive Education, 17(1), 97-110. https://doi.org/10.29329/ijpe.2021.329.7 [Google Scholar] [Crossref] 
  33. Sayler, M. F. (2021). Special schools for the gifted and talented. In The handbook of secondary gifted education (pp. 443-463). Routledge. [Google Scholar]
  34. Scott, K. (2023). Differentiation for Today's Gifted Learners. In Strategies and Considerations for Educating the Academically Gifted (pp. 50-73). IGI Global. [Google Scholar]
  35. Sheffield, J. S. (2018). Teacher attitudes towards gifted education in rural school districts. Masters Theses & Specialist Projects. Paper 2077. Western Kentucky University, USA. https://digitalcommons.wku.edu/theses/2077 [Google Scholar]
  36. Siegle, D., & McCoach, D. B. (2005). Making a difference: Motivating gifted students who are not achieving. Teaching exceptional children, 38(1), 22-27. [Google Scholar]
  37. https://doi.org/10.1177/004005990503800104 [Google Scholar]
  38. Smedsrud, J. H., Nordahl-Hansen, A., & Idsøe, E. (2022). Mathematically gifted students’ experience with their teachers’ mathematical competence and boredom in school: a qualitative interview study. Frontiers in Psychology, 13. [Google Scholar]
  39. Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3-54. https://doi.org/10.1177/1529100611418056 [Google Scholar] [Crossref] 
  40. Suherman, S., & Vidákovich, T. (2022). Assessment of mathematical creative thinking: A systematic review. Thinking Skills and Creativity, 101019. https://doi.org/10.1016/j.tsc.2022.101019 [Google Scholar] [Crossref] 
  41. Syafril, S., Yaumas, N., Ishak, N., Yusof, R., Jaafar, A., Yunus, M., & Sugiharta, I. (2020). Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists, 8(2), 947-954. https://doi.org/10.17478/jegys.691713 [Google Scholar] [Crossref] 
  42. Syam, A. R., Nurjan, S., & Sumaryanti, L. (2021). Analysis of development of gifted students in elementary school. KONSELI: Jurnal Bimbingan dan Konseling, 8(1), 91-98. http://eprints.umpo.ac.id/id/eprint/9141 [Google Scholar]
  43. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Ascd. [Google Scholar]
  44. Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Ascd. [Google Scholar]
  45. Troxclair, D.A. (2013) Preservice Teacher Attitudes Toward Giftedness, Roeper Review, 35:1, 58-64. https://doi.org/10.1080/02783193.2013.740603 [Google Scholar] [Crossref] 
  46. VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted child quarterly, 51(4), 342-358. https://doi.org/10.1177/001698620730632 [Google Scholar] [Crossref] 
  47. VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51(2), 182-205. https://doi.org/10.1177/0016986207299880 [Google Scholar] [Crossref] 
  48. Walsh, R. L. (2015). Catering for the needs of intellectually gifted children in early childhood: Development and evaluation of questioning strategies to elicit higher order thinking (Doctoral dissertation), Macquarie University, Faculty of Human Sciences, Institute of Early Childhood. [Google Scholar]
  49. Wegerif, R. (2007). Dialogic education and technology: Expanding the space of learning (Vol. 7). Springer Science & Business Media. [Google Scholar]
  50. Wellisch, M. (2021). Parenting with eyes wide open: Young gifted children, early entry and social isolation. Gifted Education International, 37(1), 3-21. https://doi.org/10.1177/0261429419899946 [Google Scholar] [Crossref] 
  51. Willig, C. (2013). EBOOK: introducing qualitative research in psychology. McGraw-hill education (UK). [Google Scholar]
  52. Yazgı Yanık, Z., & Afat, N. (2022). Metacognitive awareness as a predictor of social emotional learning skills in gifted and talented students. Gifted and Talented International, 37(2), 109-118. https://doi.org/10.1080/15332276.2022.2053316 [Google Scholar] [Crossref] 
  53. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. Baskı). Ankara: Seçkin Yayıncılık. [Google Scholar]
Download
Metric
History
Related

Volume 18 Issue 3

September 2023

All Articles

Educational Policy Analysis and Strategic Research

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.