Research Article
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Year 2023, Volume: 10 Issue: 4, 303 - 318, 30.12.2023

Abstract

References

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  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Englewood Cliffs.
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  • Büyüköztürk, Ş., Akgün, Ö.E., Demirel, F., & Çakmak, K.E. (2016). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
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  • Cengizhan, S. (2019). Sınıf öğretmenlerinin özel yetenekli öğrenciler için etkinlik tasarlamada-uygulamada karşılaştıkları güçlükler ve eğitime ilişkin görüşleri [The difficulties encountered by classroom teachers in designing and implementing activities for specially talented students and their views on education]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5), 27-36.
  • Chan, S., & Yuen, M. (2015). Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong. Gifted Education International, 31(3), 200-213. https://doi.org/10.1177/0261429413511884
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  • Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3th ed., pp. 558–571), Needham Heights, MA: Allyn & Bacon.
  • Çapri, B., & Kan, A. (2007). Öğretmenlerin kişilerarası öz-yeterlik inançlarının hizmet süresi, okul türü, öğretim kademesi ve unvan değişkenleri açısından incelenmesi [Examining teachers' interpersonal self-efficacy beliefs in terms of length of service, school type, teaching level and title variables]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 63-83.
  • Dağlıoğlu, H.E., & Suveren, S. (2013). Okul öncesi dönem üstün yetenekli çocukları belirlenmesinde öğretmen ve aile görüşleri ile çocukların performanslarının tutarlılığının incelenmesi [Examining the consistency of teachers' and families' views and children's performance in identifying gifted preschool children]. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 431-453.
  • Davaslıgil, Ü. (2004a). Milli Eğitim Bakanlığı Özel Eğitim ve Rehberlik Dairesi Başkanlığı [Ministry of National Education Department of Special Education and Guidance]. Üstün Yetenekli Çocuklar ve Eğitimleri. Ön Rapor. Ankara.
  • Demirci, N., & Tertemiz, N. I. (2022). Üstün zekâlılar eğitimi dergilerinde yayınlanan matematik eğitimi çalışmalarına yönelik bir tematik derleme çalışması [A thematic compilation study on mathematics education studies published in gifted education journals]. Uluslararası Türk Eğitim Bilimleri Dergisi, 2022(19), 381-410.
  • Dinçer, S. (2019). Investigation of the gifted education self-efficacy of teachers work with gifted students. Journal of Gifted Education and Creativity, 6(3), 167–174.
  • Donerlson, E. (2008). Elementary school teachers' attitudes and beliefs toward teaching gifted students in heterogeneous classrooms (Unpublished Doctoral dissertation), WaldenUniversity.
  • Drain, J. (2008). Teachers' attitudes and practices toward differentiating for gifted learners in K-5 general education classrooms (Publication No: 3308106) [Doctoral dissertation] ProQuest Dissertations and Theses database.
  • Duda, B. J., Ogolnoksztalcacych, Z. S., & Poland, Z. (2010). Mathematical creative activity and graphic calculator. International Journal of Technology in Mathematics Education, 18(1), 3-14.
  • Enç, M. (2005). Üstün beyin gücü [Superior brain power]. İkinci Baskı. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Erdogan, S. C. (2017). Science teaching attitudes and scientific attitudes of pre-service teachers of gifted students. Journal of Education and Practice, 8(6), 164–170.
  • Erişen, Y., Birben, F. Y., Yalın, H. S., & Ocak, P. (2015). Üstün yetenekli çocukları fark edebilme ve destekleme eğitiminin öğretmenler üzerindeki etkisi. Bartın University Journal of Faculty of Education, 4(2), 586-602.
  • Ford, D. Y., & Trotman M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0update (10a ed.), Pearson.
  • Girgin, D. (2020). Özel yetenekli öğrencilerin desteklenmesi için gereken yeterlilikler: Sınıf öğretmenlerinin görüşleri [Competencies required to support gifted students: opinions of classroom teachers]. Electronic Journal of Social Sciences, 19(74), 895–915.
  • 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. https://doi.org/10.1177/0016986211418107 İnceoğlu, M. (2011). Tutum, Tutum, iletişim. Ankara: Siyasal Kitabevi.
  • Jurisevi, M., & Zerak, U. (2019). Attitudes towards gifed students and teir education in the ˇ slovenian context. Psychology in Russia: State of the Art, 12(4), 101–117. https://doi.org/10. 11621/pir.2019.0406
  • Kazu, İ. Y., & Şenol, C. (2012). Üstün yetenekliler eğitim programına ilişkin öğretmen görüşleri (BİLSEM örneği)[ Teacher opinions about the gifted education program]. Uluslararası Eğitim Araştırmaları Dergisi, 3(2), 13-35.
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  • Katerina, K., Maria K., Polina, I., Maria, E., Constantinos, C., & Marios, P. (2010). Perceptions on teaching the mathematically gifted. In V. Durand-Guerrier, S. Soury- Lavergne & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (pp.1781-1790). Lyon: Institute National de Recherche Pédagogique Krutetski.
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Investigation of attitudes and self-efficacy of mathematics teachers towards gifted education

Year 2023, Volume: 10 Issue: 4, 303 - 318, 30.12.2023

Abstract

Some of the problems in the education of gifted students are based on the qualifications of the teachers. Teachers' attitudes and perceptions towards gifted students have a significant impact on the education to be provided to gifted students. It is thought that it is important to determine the general attitudes and perceptions of teachers and to provide required information to teachers in order to achieve the purpose of gifted education. In this study, it is aimed to determine the attitudes and self-efficacy of mathematics teachers towards gifted education within the scope of basic education and/or gifted education. In the study, the survey method was used to determine the relationships between two or more variables. The sample of the study consists of mathematics teachers working in Niğde province. In this study, the attitudes and self-efficacy of elementary and high school mathematics teachers towards giftedness and gifted education were tried to be relationally revealed. The data collection tools of the study were ASGE-the attitude scale for gifted education- (Tortop, 2014a) and GESST- the gifted education self-efficacy scale for teachers (Tortop, 2014b). The data were analyzed using the SPSS-24 program. As a result of the research, it was revealed that there was no expected relationship between attitude and self-efficacy, but the expected relationship was seen in the sub-dimensions of both scales. It was concluded that teachers with high attitudes towards gifted education showed a high tendency to create gifted classes. It was concluded that teachers with high academic qualification had similar levels of mentoring qualification, personal traits and instructional planning qualification. It was concluded that teachers' attitudes and self-efficacy towards creating special ability classes according to the needs of gifted students had a moderate relationship. It was concluded that teachers mostly agree on supporting the needs of gifted students with special services where as they generally do not support the idea of creating special ability classes according to the needs of gifted students. Moreover, teachers’ attitudes do not change according to their personal traits and their attitudes towards the needs and support of gifted students are less related to their creativity. ANOVA analysis reveals that there is no significant difference was found according to age of the participants; however, regression analysis revealed that the 46-50 age group was a predictor of creating gifted classrooms.

References

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  • Albayrak, H. B., Tarım, K., & Baypınar, K. (2023). Özel yetenekli öğrencilerin matematik okuryazarlığı öz-yeterlik algıları ile matematik okuryazarlığı başarılarının incelenmesi [Examining mathematical literacy self-efficacy perceptions and mathematical literacy achievements of specially talented students]. Trakya Eğitim Dergisi, 13(1), 115-127.
  • Arkonaç, S. A. (2016). İnsan insan içinde [Human within human]. İstanbul: Hiperlink Yayınları.
  • Ataman, A. (2003). Üstün zekâlı ve üstün yetenekli çocuklar [Gifted and gifted children]. In A. Ataman (Eds), Özel gereksinimli çocuklar ve özel eğitime giriş [Children with special needs and access to special education] (pp. 173-195). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Allotey, G. A., Watters, J. J., & King, D. (2020). Ghanaian science and mathematics teachers’ beliefs about gifted education strategies. Gifted Education International, 36(3), 250–265. https://doi.org/10.1177/0261429420946732
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive. Englewood Cliffs.
  • Bedur, S., Bilgiç, N., & Taşlıdere, E. (2015). Özel (üstün) yetenekli öğrencilere sunulan destek eğitim hizmetlerinin değerlendirilmesi. HAYEF Journal of Education, 12(1), 159-175.
  • Büyüköztürk, Ş., Akgün, Ö.E., Demirel, F., & Çakmak, K.E. (2016). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara: Pegem Akademi.
  • Caldwell, D. W. (2012). Educating Gifted Students in the Regular Classroom: Efficacy, Attitudes, and Differentiation of Instruction (Unpublished Doctorate Thesis). Georgia Southern University.
  • Cengizhan, S. (2019). Sınıf öğretmenlerinin özel yetenekli öğrenciler için etkinlik tasarlamada-uygulamada karşılaştıkları güçlükler ve eğitime ilişkin görüşleri [The difficulties encountered by classroom teachers in designing and implementing activities for specially talented students and their views on education]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 7(5), 27-36.
  • Chan, S., & Yuen, M. (2015). Teachers’ beliefs and practices for nurturing creativity in students: Perspectives from teachers of gifted students in Hong Kong. Gifted Education International, 31(3), 200-213. https://doi.org/10.1177/0261429413511884
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  • Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3th ed., pp. 558–571), Needham Heights, MA: Allyn & Bacon.
  • Çapri, B., & Kan, A. (2007). Öğretmenlerin kişilerarası öz-yeterlik inançlarının hizmet süresi, okul türü, öğretim kademesi ve unvan değişkenleri açısından incelenmesi [Examining teachers' interpersonal self-efficacy beliefs in terms of length of service, school type, teaching level and title variables]. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 63-83.
  • Dağlıoğlu, H.E., & Suveren, S. (2013). Okul öncesi dönem üstün yetenekli çocukları belirlenmesinde öğretmen ve aile görüşleri ile çocukların performanslarının tutarlılığının incelenmesi [Examining the consistency of teachers' and families' views and children's performance in identifying gifted preschool children]. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 431-453.
  • Davaslıgil, Ü. (2004a). Milli Eğitim Bakanlığı Özel Eğitim ve Rehberlik Dairesi Başkanlığı [Ministry of National Education Department of Special Education and Guidance]. Üstün Yetenekli Çocuklar ve Eğitimleri. Ön Rapor. Ankara.
  • Demirci, N., & Tertemiz, N. I. (2022). Üstün zekâlılar eğitimi dergilerinde yayınlanan matematik eğitimi çalışmalarına yönelik bir tematik derleme çalışması [A thematic compilation study on mathematics education studies published in gifted education journals]. Uluslararası Türk Eğitim Bilimleri Dergisi, 2022(19), 381-410.
  • Dinçer, S. (2019). Investigation of the gifted education self-efficacy of teachers work with gifted students. Journal of Gifted Education and Creativity, 6(3), 167–174.
  • Donerlson, E. (2008). Elementary school teachers' attitudes and beliefs toward teaching gifted students in heterogeneous classrooms (Unpublished Doctoral dissertation), WaldenUniversity.
  • Drain, J. (2008). Teachers' attitudes and practices toward differentiating for gifted learners in K-5 general education classrooms (Publication No: 3308106) [Doctoral dissertation] ProQuest Dissertations and Theses database.
  • Duda, B. J., Ogolnoksztalcacych, Z. S., & Poland, Z. (2010). Mathematical creative activity and graphic calculator. International Journal of Technology in Mathematics Education, 18(1), 3-14.
  • Enç, M. (2005). Üstün beyin gücü [Superior brain power]. İkinci Baskı. Ankara: Gündüz Eğitim ve Yayıncılık.
  • Erdogan, S. C. (2017). Science teaching attitudes and scientific attitudes of pre-service teachers of gifted students. Journal of Education and Practice, 8(6), 164–170.
  • Erişen, Y., Birben, F. Y., Yalın, H. S., & Ocak, P. (2015). Üstün yetenekli çocukları fark edebilme ve destekleme eğitiminin öğretmenler üzerindeki etkisi. Bartın University Journal of Faculty of Education, 4(2), 586-602.
  • Ford, D. Y., & Trotman M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0update (10a ed.), Pearson.
  • Girgin, D. (2020). Özel yetenekli öğrencilerin desteklenmesi için gereken yeterlilikler: Sınıf öğretmenlerinin görüşleri [Competencies required to support gifted students: opinions of classroom teachers]. Electronic Journal of Social Sciences, 19(74), 895–915.
  • 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. https://doi.org/10.1177/0016986211418107 İnceoğlu, M. (2011). Tutum, Tutum, iletişim. Ankara: Siyasal Kitabevi.
  • Jurisevi, M., & Zerak, U. (2019). Attitudes towards gifed students and teir education in the ˇ slovenian context. Psychology in Russia: State of the Art, 12(4), 101–117. https://doi.org/10. 11621/pir.2019.0406
  • Kazu, İ. Y., & Şenol, C. (2012). Üstün yetenekliler eğitim programına ilişkin öğretmen görüşleri (BİLSEM örneği)[ Teacher opinions about the gifted education program]. Uluslararası Eğitim Araştırmaları Dergisi, 3(2), 13-35.
  • Khalil, M., & Accariya, Z. (2016). Identifying “good” teachers for gifted students. Creative Education, 7(3), 407-418. https://doi.org/10.4236/ce.2016.73040
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Details

Primary Language English
Subjects Special Talented Education
Journal Section Teacher of Gifted Students
Authors

Gülşah SALTIK AYHANÖZ 0000-0003-0174-9999

Zekiye MORKOYUNLU 0000-0002-1978-4525

Publication Date December 30, 2023
Published in Issue Year 2023 Volume: 10 Issue: 4

Cite

APA SALTIK AYHANÖZ, G., & MORKOYUNLU, Z. (2023). Investigation of attitudes and self-efficacy of mathematics teachers towards gifted education. Journal of Gifted Education and Creativity, 10(4), 303-318.