Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students
Keywords:Gifted Students, Gifted Education, Prospective Teachers
This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.
How to Cite
Copyright (c) 2023 Cengiz Tuysuz, Mehmet Gurbuz, Ahmet Goncu, Ilker Ugulu
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
Adler, M. (1961). A study of attitudes toward the gifted child as a causal factor in his socio-personal adjustment. Gifted Child Quarterly, 5(4), 134-141. https://doi.org/10.1177/001698626100500413 DOI: https://doi.org/10.1177/001698626100500413
ALGarni, A. A. (2012). Attitudes of future special education teachers toward gifted students and their education. Unpublished Doctoral Thesis. Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/61859/1/Ayidh_AL_Garni_Thesis.pdf
Aydin, H., Yorek, N., & Ugulu, I. (2015). An investigation of some variables related to students’ attitudes towards performance assignments. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12(31), 211-229.
Begin, J., & Gagné, F. (1994). Predictors of attitudes toward gifted education: A review of the literature and a blueprint for future research. Journal for the Education of the Gifted, 17(2), 161-179. https://doi.org/10.1177/016235329401700206 DOI: https://doi.org/10.1177/016235329401700206
Chessman, A. M. (2010). Teacher attitudes and effective teaching practices for gifted students at stage 6 . Unpublished Doctoral Thesis. The University of New South Wales. Retrieved from https://doi.org/10.26190/unsworks/23185
Citil, M. (2018). Evaluation of gifted students’ education policy in Turkey. National Education Journal, 47(1), 143-172. Retrieved from https://dergipark.org.tr/en/download/article-file/569492
Cross, T. L., Cross, J. R., & Reilly, C. (2018). Attitudes about gifted education among Irish educators. High Ability Studies, 29(2), 169-189. https://doi.org/10.1080/13598139.2018.1518775 DOI: https://doi.org/10.1080/13598139.2018.1518775
Erdogan, C. N., & Aksoy, O. N. (2019). Secondary school teachers’ attitudes in gifted education Balikesir example. Anadolu Academy Social Sciences Journal, 1(2), 63-80.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
Gagné, F. (2018). Attitudes toward gifted education: Retrospective and prospective update. Psychological Test and Assessment Modeling, 60(4), 403-428. Retrieved from https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2018-4/02_PTAM_Q4 _Gagne.pdf
Gagné, F., & Nadeau, L. (1985). Dimensions of attitudes toward giftedness. In A. H. Roldan (Ed.), Gifted and talented children, youth and adults: Their social perspective and culture (p. 148-170). NY: Trillium Press.
Gallagher, S., Smith, S. R., & Merrotsy, P. (2011). Teachers’ perceptions of the socio-emotional development of intellectually gifted primary-aged students and their attitudes towards ability grouping and acceleration. Gifted and Talented International, 26(1-2), 11-24. https://doi.org/10.1080/15332276.2011.11673585 DOI: https://doi.org/10.1080/15332276.2011.11673585
Gencel, I. E., & Satmaz, I. (2017). Teacher candidates’ attitudes towards the education of gifted students. International Journal of Curriculum and Instructional Studies, 7(14), 49-62.
Huck, S. W. (2008). Reading statistics and research (5th edition). New York: Addison Wesley Longman.
Kaya, N. G. (2019). Determination of attitudes and opinions of classroom teachers about the education of gifted students. Education and Science, 44(199),239-256. https://doi.org/10.15390/EB.2019.7978 DOI: https://doi.org/10.15390/EB.2019.7978
Kaya, N. G., & Tortop, H. S. (2020). Attitudes and opinions of counsellors about the education of gifted students. International Journal of Evaluation and Research in Education, 9(4), 1017-1024. https://doi.org/10.11591/ijere.v9i4.20564 DOI: https://doi.org/10.11591/ijere.v9i4.20564
Koruoglu, N., Ugulu, I., & Yorek, N. (2015). Investigation of High School Students’ Environmental Attitudes in Terms of Some Demographic Variables. Psychology, 6, 1608-1623. https://doi.org/10.4236/psych.2015.613158 DOI: https://doi.org/10.4236/psych.2015.613158
Kunt, K., & Tortop, H. S. (2017). Examination of science and technology teachers’ attitudes and opinions related to giftedness and gifted education in Turkey. Journal for the Education of Gifted Young Scientists, 5(1), 37-54. https://doi.org/10.17478/JEGYS.2017.53 DOI: https://doi.org/10.17478/JEGYS.2017.53
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 DOI: https://doi.org/10.1080/02783193.2019.1592794
McCoach, D. B., & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-254. https://doi.org/10.1177/0016986207302719 DOI: https://doi.org/10.1177/0016986207302719
Nadeau, L. (1984). Construction of an attitude scale toward giftedness (gifted children). Unpublished master’s thesis, University du Quebec a Montreal, Montreal.
Ozcan, D. (2016). Predictions and attitudes towards giftedness and gifted education. International Journal of Educational Sciences, 15(1-2), 126-133. https://doi.org/10.1080/09751122.2016.11890521 DOI: https://doi.org/10.1080/09751122.2016.11890521
Ozcan, D., & Kayadelen, K. (2014). Special education teachers and their opinions about the education of gifted students. Procedia-Social and Behavioral Sciences, 190, 358-363. https://doi.org/10.1016/j.sbspro.2015.05.011 DOI: https://doi.org/10.1016/j.sbspro.2015.05.011
Peachman, M. C. (1942). Attitudes: their significance in education for the gifted. Journal of Educational Psychology, 33(3), 183-198. https://doi.org/10.1037/h0061545 DOI: https://doi.org/10.1037/h0061545
Perkovic, I. K., Jurcec, L., & Boric, E. (2015). Primary school teachers’ attitudes toward gifted students. Croatian Journal of Education, 17(3), 681-724. Retrieved from https://hrcak.srce.hr/en/file/216282
Polyzopoulou, K., Kokaridas, D., Patsiaouras, A., & Gari, A. (2014). Teachers’ perceptions toward the education of gifted children in Greek educational settings. Journal of Physical Education and Sport, 14(2), 211-221. https://doi.org/10.7752/jpes.2014.02033
Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. Australasian Journal of Gifted Education, 21(2), 75-80. https://doi.org/10.3316/aeipt.198176
Saunders-Stewart, K. S., Walker, C. L., & Shore, B. M. (2013). How do parents and teachers of gifted students perceive group work in classrooms? Gifted and Talented International, 28(1-2), 99-109. https://doi.org/10.1080/15332276.2013.11678406 DOI: https://doi.org/10.1080/15332276.2013.11678406
Siegle, D., Wilson, H. E., & Little, C. A. (2013). A sample of gifted and talented educators’ attitudes about academic acceleration. Journal of Advanced Academics, 24(1), 27-51. https://doi.org/10.1177/1932202X12472491 DOI: https://doi.org/10.1177/1932202X12472491
Sisk, D. (2009). Myth 13: The regular classroom teacher can “go it alone. Gifted Child Quarterly, 53(4), 269-271. https://doi.org/10.1177/0016986209346939 DOI: https://doi.org/10.1177/0016986209346939
Tabachnick, B. G., & Fidell, L. S. (2007). Experimental designs using ANOVA. Utah, USA: Thomson/Brooks/Cole.
Tortop, H. (2012). Adaptation study of the attitude scale towards gifted education. Erzincan University Journal of Graduate School of Social Sciences, 5(1), 89-106. Retrieved from https://dergipark.org.tr/tr/pub/erzisosbil/issue/6035/80837
Tortop, H. S., & Kunt, K. (2013). Investigation of primary school teachers’ attitudes towards gifted education. International Online Journal of Educational Sciences, 5(2), 441-451. Retrieved from http://www.ajindex.com/dosyalar/makale/acarindex-1423904241.pdf
Turkoguz, S., Baran, M. S., Gurbuz, M., Tuysuz, C., & Ugulu, I. (2021). Quantitative evaluation of prospective teachers’ views on inclusive education. European Journal of Education Studies, 8(10), 219-236. https://doi.org/10.46827/ejes.v8i10.3944 DOI: https://doi.org/10.46827/ejes.v8i10.3944
Tuysuz, C., Yoruk, A. M., Turkoguz, S., & Ugulu, I. (2022). Factors Affecting the Fear Levels of Secondary School Students During the COVID-19 Pandemic. MIER Journal of Educational Studies Trends & Practices, 12(1),1-18. https://doi.org/10.52634/mier/2021/v11/i2/2173 DOI: https://doi.org/10.52634/mier/2022/v12/i1/2173
Ugulu, I. (2015). A quantitative investigation on recycling attitudes of gifted/talented students. Biotechnology & Biotechnological Equipment, 29,20-26. https://doi.org/10.1080/13102818.2015.1047168 DOI: https://doi.org/10.1080/13102818.2015.1047168
Ugulu, I. (2019). Efficacy of recycling education integrated with ecology course prepared within the context of enrichment among gifted students. International Journal of Educational Sciences, 26(1-3), 49-58. https://doi.org/10.31901/24566322.2019/26.1-3.1086 DOI: https://doi.org/10.31901/24566322.2019/26.1-3.1086
Ugulu, I. (2020). Gifted students’ attitudes towards science. International Journal of Educational Sciences, 28(1-3), 7-14. https://doi.org/10.31901/24566322.2020/28.1-3.1088 DOI: https://doi.org/10.31901/24566322.2020/28.1-3.1088
Ugulu, I. (2021). Quantitative Research on Gifted Students’ Scientific Epistemological Beliefs. MIER Journal of Educational Studies Trends & Practices, 11(2), 252-268. https://doi.org/10.52634/mier/2021/v11/i2/1683 DOI: https://doi.org/10.52634/mier/2021/v11/i2/1683
Ugulu, I., Aydin, H., Yorek, N., & Dogan, Y. (2008). The impact of endemism concept on environmental attitudes of secondary school students. Natura Montenegrina, 7(3), 165-173.
Ugulu, I., & Erkol, S. (2013). Environmental attitudes of biology teacher candidates and the assessments in terms of some variables. NWSA- Education Sciences, 8(1), 79-89.
Yildirim, H. I., & Oz, A. S. (2018). An investigation of prospective teachers’ attitudes towards the education of gifted children. National Education Journal, 47(1), 91-108. Retrieved from https://dergipark.org.tr/en/download/article-file/569182
Yok. (2018). New teacher training undergraduate programs. Retrieved 2022- 05-29, from https://www.yok.gov.tr/en
Yorek, N., Sahin, M., & Ugulu, I. (2010). Students’ representations of the cell concept from 6 to 11 grades: Persistence of the fried-egg model. International Journal of Physical Sciences, 5(1), 15-24.
Yorek, N., Ugulu, I., Sahin, M., & Dogan, Y. (2010). A qualitative investigation of students’ understanding about the ecosystem and its components. Natura Montenegrina, 9(3), 973-981.