Teacher candidates’ attitudes towards education of gifted students
Keywords:
Gifted and talented students, education of the gifted, teacher candidates, attitude towards the gifted
Abstract
Gifted students, when adequately supported during their education process, have the potential to be influential in the development of societies. Therefore, teachers’ guidance is essential to ensure the appropriate conditions for the education of the gifted. In revealing the potential of the gifted students and ensuring appropriate guidance, it is important to raise awareness among pre-service and in-service teachers. This would help promote positive attitudes towards the provision of differentiated education to gifted students and gifted students. The aim of this study is to analyse the attitudes of prospective teachers towards the education of gifted students. The participants of this survey study are senior students studying in various departments at the Faculty of Education at three state universities located in the Marmara Region in Turkey (N=449). Data were collected with the Attitude Scale for the Education of the Gifted. The data were analysed through SPSS and, following the normality test, Mann-Whitney U test was done in accordance with the independent variables of the study. The results showed that the attitudes of the prospective teachers towards the education of gifted students fall within the upper limit of the moderately positive range and the lower limit of the positive range. In addition, the attitudes of the female prospective teachers were more positive than that of the male prospective teachers. Finally, the attitudes of the participants who reported having acquaintances diagnosed as gifted and read books on the education of the gifted were more positive.
Downloads
Download data is not yet available.
References
Akarsu, F. (2004). Enderun: Üstün yetenekliler için saray okulu. 1. Türkiye üstün yetenekli çocuklar kong- resi seçilmiş makaleler kitabı (ss. 97-101). İstanbul: Çocuk Vakfı Yayınları.
Allodi, W. & Rydelius, P-A. (2008). The needs of gifted children in context: a study of Swedish teac- hers’ knowledge and attitudes. Paper presented at the ECHA conference Prague, Czechoslo- vakia /online/. Retrieved on 8th December 2012 from http://www.academia.edu/
Al–Makhalid, K. A. (2012). Primary teachers attitudes and knowledge regarding gifted pupils and the- ir education in the Kingdom of Saudi Arabia (Doctoral dissertation). University of Manches- ter, UK /online/. Retrieved on 4th January 2013 from https://www.escholar. manchester.ac.uk/
Ashry, F. R. (2009). General education pre-service teachers’ attitudes toward inclusion in Egypt. (Doc- toral dissertation), University of Florida, United States. Retrieved from Proquest Dissertations and Theses database.
Bangel, N., Enersen, D., Capobianco, B., & Moon, S. M. (2006). Professional development of preservice teachers: Teaching in the Super Saturday Program. Journal for the Education of the Gifted, 29, 339-361.
Bégin, J. & Gagné, F. (1994). Predictors of attitudes toward gifted education: A review of the literature and blueprints for future research. Journal for the Education of the Gifted, 17, 161–179.
Bohner, G. & Wänke, M. (2002). Attitudes and attitude change. East Sussex: Psychology Press.
Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Educa- tion of the Gifted, 34(5), 790-812.
Carrington, N. G. & Bailey, S. B. (1999). How do preservice teachers view gifted students? Evidence from a NSW Study. The Australasian Journal of Gifted Education, 9, 18-22.
Cashion, M. & Sullenger, K. (2000). ‘Contact us next year’: Tracing teachers’ use of gifted practices.
Roeper Review, 23 (1), 18-21.
Chan, D. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong Teac- her Perspective. Roeper Review, 23(4), 197-202.
Chessman, A. M. (2010). Teacher attitudes and effective teaching practices for gifted students at stage 6 (Doc- toral dissertation /online Retrieved from) http://gradworks.umi.com/33/08/3308106.html on 23rd August 2016.
Chipego, A. (2004). Factors associated with the attitudes of elementary level classroom teachers toward gifted education (Doctoral Dissertation). Retrieved from Widener University UMI No. 3120729 on 23rd August2016.
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Up- per Saddle River, NJ: Merrill Prentice Hall.
Clinkenbeard, P. R. & Kollhoff, P. B. (2001). Ten suggestions for including gifted education in preser- vice teacher education. The Teacher Educator, 36(3), 214-216.
Colangelo, N. & Davis, G. A. (2003). Introduction and overview. In N. Colangelo & G. A. Davis (Eds.),
Handbook of gifted education (3rd ed.) (pp. 3-10). Boston: Pearson Education.
Creswell, J. W. (2005). Research design. Thousand Oaks, CA: Sage
Cross, J. R., Cross, T. & Frazier, A. D. (2013). Student and teacher attitudes toward giftedness in a two la- boratory school environment: A case for conducting a needs assessment, NALS Journal, 5(1), 1-22.
Curtis, J. (2005). Preservıce teachers’ attıtudes toward gıfted students and gıfted educatıon (Dissertation).
Teachers College, Columbia University.
Davis, G. & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn
& Bacon.
Drain, D. (2008). Teachers’ attitudes and practices toward differentiating for gifted learners in K-5 general education classrooms (Doctoral dissertation /online/) Retrieved from http://gradworks.umi. com/33/08/3308106.html on 23rd August 2016.
Eraslan Çapan, B. (2010). Öğretmen adaylarının üstün yetenekli öğrenclere ilişkin metaforik algıları.
The Journal of International Social Research, 3(12), 140-154.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Gagne, F. (2010). Motivation within the dmgt 2.0 framework. High Ability Studies, 1(2), 81– 99.
Geake, J.G. & Gross M.U.M. (2008). Teachers’ negative affect toward academically gifted students.
Gifted Child Quarterly, 52(3), 217-231.
Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi. Üstün Zekalılar Eğitimi ve Yaratıcılık Dergisi, 2(1), 12-16.
Hong, E., Greene, M. & Hartzell, S. (2011). Cognitive and motivational characteristics of
elementary teachers in general education classrooms and in gifted programs. Gifted Child Quarterly,
55(4), 250-264. http://dx.doi.org/10.1177/0016986211418107
Keskin, M. Ö., Samancı, N. K. ve Aydın, S. (2013). Science and art centers: Status, problems, and solu- tion proposals. Journal of Gifted Education Research, 1 (2), 78-96.
Krijan, I. P., Jurčec, L. & Borić E. (2015). Primary school teachers’ attitudes toward gifted students.
Croatian Journal of Education, 17(3), 681-724.
Lassig, C. J. (2003). Gifted and talented education reforms: Effects on teachers’ attitudes. In Bartlett, B. and Bryer, F. and Roebuck, D., Eds. Proceedings 1st Annual International Conference on Cog- nition, Language, and Special Education Research: Reimagining Practice: Researching Change 2, pp. 141-152, Surfers Paradise, Australia.
Lewis, E. & Milton, M. (2005). Attitudes of teachers before and after professional development. The Australasian Journal of Gifted Education, 14(1), 5-14.
McCoach, D.B. & Siegel, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-254.
McDaniel, T.R. (2002). Mainstreaming the gifted: historical perspectives on excellence and equity.
Roeper Review, 24, 112-115.
Megay-Nespoli, K. (2001). Beliefs and attitudes of novice teachers regarding instruction of academi- cally talented learners. Roeper Review, 23(3), 178-182.
Plunkett, M. (2000). Impacting on teacher attitudes toward gifted students. Australasian Journal o f Gif- ted Education, 9(2), 33-42.
Polyzopoulou, K., Kokarıdas, D., Patsıaouras, A. & Garı, A. (2014). Teachers’ perceptions toward edu- cation of gifted children in greek educational settings. Journal of Physical Education and Sport ® (JPES), 14(2), 211 - 221.
Pierce, R. & Adams, C. (2003). Attitudes of preservice and experience teachers toward diverse learners. Pre- sentations at 2003 Hawaii international conference on education. Honolulu, HI.
Reis, S. M. & Sullivan, E. E. (2008). Characteristics of gifted learners: consistently varied; refreshingly diverse.
Methods and materials for teaching the gifted. Waco, TX: Prufrock Press.
Renzulli, J. S. (2004). Introduction to identification of students for gifted and talented programs. In J.
S. Renzulli (Ed.), Identification of students for gifted and talented programs (pp. xxiiixxxiv). Thou-
sand Oaks, CA: Corwin Press.
Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part Theoretical Approach. Gifted Child Quarterly, 56(3) 150-159.
Robinson, A. & Clinkenbeard, P.R. (2008). History of giftedness: Perspectives from the past presage modern scholarship. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices. New York, NY US: Springer Science + Business Media.
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: a synthesis of the rese- arch on educational practice. The Gifted Child Quarterly, 51(4), 382-396.
Sak, U. (2010). Üstün zekâlılar-özellikleri tanılanmaları eğitimleri [Gifted students characteristics, identi- fication and their education], Ankara: Maya publishing.
Schwartz, C. R. (2016). Ability and performance comparisons of gifted students in homogeneous and heteroge- neous settings. Walden University retrieved from http://scholarworks.waldenu.edu/cgi/view- content.cgi?article=3336&context=dissertations on 23rd August 2016.
Smith, C. (2005). Teaching gifted and talented pupils in the primary school. London: Paul Chapman Pub- lishing.
Sumreungwong, U. (2003). Preservice elementary teachers’ attitudes toward the characteristics and needs of gifted children (Doctoral dissertation), University of Northern Colorado, Colorado, United States. Retrieved from Proquest Dissertations and Theses database.
Şahin, F. ve Levent, F. (2015). Examining the methods and strategies which classroom teachers use in the education of gifted students. The Online Journal of New Horizons in Education, 3(5), 73-82.
Tirri, K. A., Tallent-Runnels, M. K., Adams, A. M., Yuen, M. & Lau, P. S. Y. (2002). Cross-cultural pre- dictors of teachers’ attitudes toward gifted education: Finland, Hong Kong, and the United States. Journal for the Education of the Gifted, 26(2), 112-131.
Tomlinson, C. A. & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Troxclair, D. A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35, 58-64. Tortop, H. S. (2014). Öğretmen adaylarının üstün yetenekli ve çok kültürlü eğitime ilişkin tutumları.
Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(2), 16-26.
Watts, G. (2006). Teacher attitudes to the acceleration of the gifted: A case Study from New Zealand.
Gifted and Talented, 10(1), 11-19.
Allodi, W. & Rydelius, P-A. (2008). The needs of gifted children in context: a study of Swedish teac- hers’ knowledge and attitudes. Paper presented at the ECHA conference Prague, Czechoslo- vakia /online/. Retrieved on 8th December 2012 from http://www.academia.edu/
Al–Makhalid, K. A. (2012). Primary teachers attitudes and knowledge regarding gifted pupils and the- ir education in the Kingdom of Saudi Arabia (Doctoral dissertation). University of Manches- ter, UK /online/. Retrieved on 4th January 2013 from https://www.escholar. manchester.ac.uk/
Ashry, F. R. (2009). General education pre-service teachers’ attitudes toward inclusion in Egypt. (Doc- toral dissertation), University of Florida, United States. Retrieved from Proquest Dissertations and Theses database.
Bangel, N., Enersen, D., Capobianco, B., & Moon, S. M. (2006). Professional development of preservice teachers: Teaching in the Super Saturday Program. Journal for the Education of the Gifted, 29, 339-361.
Bégin, J. & Gagné, F. (1994). Predictors of attitudes toward gifted education: A review of the literature and blueprints for future research. Journal for the Education of the Gifted, 17, 161–179.
Bohner, G. & Wänke, M. (2002). Attitudes and attitude change. East Sussex: Psychology Press.
Carman, C. A. (2011). Stereotypes of giftedness in current and future educators. Journal for the Educa- tion of the Gifted, 34(5), 790-812.
Carrington, N. G. & Bailey, S. B. (1999). How do preservice teachers view gifted students? Evidence from a NSW Study. The Australasian Journal of Gifted Education, 9, 18-22.
Cashion, M. & Sullenger, K. (2000). ‘Contact us next year’: Tracing teachers’ use of gifted practices.
Roeper Review, 23 (1), 18-21.
Chan, D. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong Teac- her Perspective. Roeper Review, 23(4), 197-202.
Chessman, A. M. (2010). Teacher attitudes and effective teaching practices for gifted students at stage 6 (Doc- toral dissertation /online Retrieved from) http://gradworks.umi.com/33/08/3308106.html on 23rd August 2016.
Chipego, A. (2004). Factors associated with the attitudes of elementary level classroom teachers toward gifted education (Doctoral Dissertation). Retrieved from Widener University UMI No. 3120729 on 23rd August2016.
Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Up- per Saddle River, NJ: Merrill Prentice Hall.
Clinkenbeard, P. R. & Kollhoff, P. B. (2001). Ten suggestions for including gifted education in preser- vice teacher education. The Teacher Educator, 36(3), 214-216.
Colangelo, N. & Davis, G. A. (2003). Introduction and overview. In N. Colangelo & G. A. Davis (Eds.),
Handbook of gifted education (3rd ed.) (pp. 3-10). Boston: Pearson Education.
Creswell, J. W. (2005). Research design. Thousand Oaks, CA: Sage
Cross, J. R., Cross, T. & Frazier, A. D. (2013). Student and teacher attitudes toward giftedness in a two la- boratory school environment: A case for conducting a needs assessment, NALS Journal, 5(1), 1-22.
Curtis, J. (2005). Preservıce teachers’ attıtudes toward gıfted students and gıfted educatıon (Dissertation).
Teachers College, Columbia University.
Davis, G. & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn
& Bacon.
Drain, D. (2008). Teachers’ attitudes and practices toward differentiating for gifted learners in K-5 general education classrooms (Doctoral dissertation /online/) Retrieved from http://gradworks.umi. com/33/08/3308106.html on 23rd August 2016.
Eraslan Çapan, B. (2010). Öğretmen adaylarının üstün yetenekli öğrenclere ilişkin metaforik algıları.
The Journal of International Social Research, 3(12), 140-154.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Gagne, F. (2010). Motivation within the dmgt 2.0 framework. High Ability Studies, 1(2), 81– 99.
Geake, J.G. & Gross M.U.M. (2008). Teachers’ negative affect toward academically gifted students.
Gifted Child Quarterly, 52(3), 217-231.
Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi. Üstün Zekalılar Eğitimi ve Yaratıcılık Dergisi, 2(1), 12-16.
Hong, E., Greene, M. & Hartzell, S. (2011). Cognitive and motivational characteristics of
elementary teachers in general education classrooms and in gifted programs. Gifted Child Quarterly,
55(4), 250-264. http://dx.doi.org/10.1177/0016986211418107
Keskin, M. Ö., Samancı, N. K. ve Aydın, S. (2013). Science and art centers: Status, problems, and solu- tion proposals. Journal of Gifted Education Research, 1 (2), 78-96.
Krijan, I. P., Jurčec, L. & Borić E. (2015). Primary school teachers’ attitudes toward gifted students.
Croatian Journal of Education, 17(3), 681-724.
Lassig, C. J. (2003). Gifted and talented education reforms: Effects on teachers’ attitudes. In Bartlett, B. and Bryer, F. and Roebuck, D., Eds. Proceedings 1st Annual International Conference on Cog- nition, Language, and Special Education Research: Reimagining Practice: Researching Change 2, pp. 141-152, Surfers Paradise, Australia.
Lewis, E. & Milton, M. (2005). Attitudes of teachers before and after professional development. The Australasian Journal of Gifted Education, 14(1), 5-14.
McCoach, D.B. & Siegel, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-254.
McDaniel, T.R. (2002). Mainstreaming the gifted: historical perspectives on excellence and equity.
Roeper Review, 24, 112-115.
Megay-Nespoli, K. (2001). Beliefs and attitudes of novice teachers regarding instruction of academi- cally talented learners. Roeper Review, 23(3), 178-182.
Plunkett, M. (2000). Impacting on teacher attitudes toward gifted students. Australasian Journal o f Gif- ted Education, 9(2), 33-42.
Polyzopoulou, K., Kokarıdas, D., Patsıaouras, A. & Garı, A. (2014). Teachers’ perceptions toward edu- cation of gifted children in greek educational settings. Journal of Physical Education and Sport ® (JPES), 14(2), 211 - 221.
Pierce, R. & Adams, C. (2003). Attitudes of preservice and experience teachers toward diverse learners. Pre- sentations at 2003 Hawaii international conference on education. Honolulu, HI.
Reis, S. M. & Sullivan, E. E. (2008). Characteristics of gifted learners: consistently varied; refreshingly diverse.
Methods and materials for teaching the gifted. Waco, TX: Prufrock Press.
Renzulli, J. S. (2004). Introduction to identification of students for gifted and talented programs. In J.
S. Renzulli (Ed.), Identification of students for gifted and talented programs (pp. xxiiixxxiv). Thou-
sand Oaks, CA: Corwin Press.
Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part Theoretical Approach. Gifted Child Quarterly, 56(3) 150-159.
Robinson, A. & Clinkenbeard, P.R. (2008). History of giftedness: Perspectives from the past presage modern scholarship. In S. I. Pfeiffer (Ed.), Handbook of giftedness in children: Psychoeducational theory, research, and best practices. New York, NY US: Springer Science + Business Media.
Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: a synthesis of the rese- arch on educational practice. The Gifted Child Quarterly, 51(4), 382-396.
Sak, U. (2010). Üstün zekâlılar-özellikleri tanılanmaları eğitimleri [Gifted students characteristics, identi- fication and their education], Ankara: Maya publishing.
Schwartz, C. R. (2016). Ability and performance comparisons of gifted students in homogeneous and heteroge- neous settings. Walden University retrieved from http://scholarworks.waldenu.edu/cgi/view- content.cgi?article=3336&context=dissertations on 23rd August 2016.
Smith, C. (2005). Teaching gifted and talented pupils in the primary school. London: Paul Chapman Pub- lishing.
Sumreungwong, U. (2003). Preservice elementary teachers’ attitudes toward the characteristics and needs of gifted children (Doctoral dissertation), University of Northern Colorado, Colorado, United States. Retrieved from Proquest Dissertations and Theses database.
Şahin, F. ve Levent, F. (2015). Examining the methods and strategies which classroom teachers use in the education of gifted students. The Online Journal of New Horizons in Education, 3(5), 73-82.
Tirri, K. A., Tallent-Runnels, M. K., Adams, A. M., Yuen, M. & Lau, P. S. Y. (2002). Cross-cultural pre- dictors of teachers’ attitudes toward gifted education: Finland, Hong Kong, and the United States. Journal for the Education of the Gifted, 26(2), 112-131.
Tomlinson, C. A. & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Troxclair, D. A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35, 58-64. Tortop, H. S. (2014). Öğretmen adaylarının üstün yetenekli ve çok kültürlü eğitime ilişkin tutumları.
Üstün Yetenekliler Eğitimi Araştırmaları Dergisi, 2(2), 16-26.
Watts, G. (2006). Teacher attitudes to the acceleration of the gifted: A case Study from New Zealand.
Gifted and Talented, 10(1), 11-19.
Published
2017-12-31
Section
Articles
How to Cite
Evin Gencel, İlke, & Satmaz, İsmail. (2017). Teacher candidates’ attitudes towards education of gifted students. International Journal of Curriculum and Instructional Studies (IJOCIS), 7(14), 49-62.
