Öğretmenlerin Üstün Yetenekli Öğrencilerin Özellikleri ve Eğitimlerine Yönelik Algıları

Öz

Türkiye bağlamında üstün yeteneklilerin özellikleri ve eğitimlerine ilişkin öğretmen algılarını inceleyen daha çok çalışmaya ihtiyaç vardır. Bu çalışma öğretmenlerin üstün yeteneklilere yönelik algılarını belirlemek amacıyla gerçekleştirilmiştir. Çalışmada nitel araştırma yöntemlerinden olgu bilim deseni kullanılmıştır. Araştırmanın çalışma grubunu Amasya ilinde görev yapmakta olan 95 öğretmen oluşturmaktadır. Çalışmada veri toplama aracı olarak yapılandırılmış görüşme formu kullanılmış ve elde edilen veriler QSR NVivo 11 programında kodlanarak temalar oluşturulmuştur. Öğretmenlerin genel olarak üstün yetenekliliği doğuştan gelen bir özellik olarak algıladıkları ve akademik başarı ile ilişkilendirdikleri görülmüştür. Öğretmenlerin birçoğunun üstün yeteneklilerin eğitiminin normal/düzenli okullardan farklı kurumlarda yürütülmesi gerektiğini savundukları bulunmuştur. İleriki çalışmalarda öğretmenlerin üstün yetenekliler hakkında bütüncül bir bakış açısı edinebilmelerini sağlamak için öğretmenlere üstün yeteneklilerin özellikleri ve eğitimi ile ilgili hizmet içi eğitimlerin verilmesi önerilebilir

Anahtar Kelimeler

• Üstün Yetenekliler, Öğretmen Algıları

Teachers’ Perceptions of Gifted Children’s Characteristics and Their Education

Öz

In the related literature, the studies regarding teacher perceptions of the gifted characteristics and their education are needed in Turkish context. This study was conducted with the aim of identifying teachers’ perceptions of gifted children’s characteristics and gifted education. The study has a qualitative nature with quantitative orientation. The participants of the study were 95 teachers who serve in Amasya. Structured interview form was used to collect data. The collected data were coded and themes were gathered with QSR Nvivo 11 software. Direct quotations were made and findings were compared with related literature. It was seen that the teachers perceived giftedness as an innate ability and associated it with achievement. Also most of the teachers believed that gifted education services should be continued in diverse schools rather than just in the regular ones

Anahtar Kelimeler

• Giftedness, Teacher Perceptions, Teacher Attitudes

Kaynakça

1. Akar, İ. & Akar, Ş. Ş. (2012). İlköğretim okullarında görev yapmakta olan öğretmenlerin üstün yetenek kavramı hakkındaki görüşleri. Kastamonu Eğitim Dergisi, 20(2), 423-436.
2. Altıntas, E. & Özdemir, A. S. (2012). The determination of the ideas of the teachers in turkey about the gifted students (WCES). Procedia - Social and Behavioral Sciences, 46, 2188-2192.
3. Bain, S. K., Bliss, S. L., Choate, S. M. & Brown, K. S. (2007). Serving children who are gifted: Perceptions of undergraduates planning to become teachers. Journal for the Education of the Gifted, 30, 450–478.
4. Borland, J. H. (2005). Gifted education without gifted children: The case for no conception ofgiftedness. In Conceptions of giftedness, ed. R. Sternberg and J. Davidson, 1–19. Cambridge University Press: NewYork.
5. Caldwell, D. W. (2012). Educating Gifted Students in the Regular Classroom: Efficacy, Attitudes, and Differentiation of Instruction (Unpublished Doctorate Thesis). Georgia Southern University, Statesboro, Georgia, USA.
6. Chamberlin, M. T & Chamberlin, S. A. (2010). Enhancing Preservice Teacher Development: Field Experiences With Gifted Students. Journal for the Education of the Gifted, 33(3), 381-416.
7. Clinkenbeard, P.R. & Kollhoff, P.B. (2001). Ten suggestions for including gifted education in preservice teacher education. The Teacher Educator, 36, 3, 214-216.
8. David, H. (2011). The importance of teachers’ attitude in nurturing and educating gifted children. Gifted and Talented International. 26(1-2), 71-80.

9. Ely, K. (2010). Understanding the Stereotypes Against Gifted Students: A look at the social and emotional struggles of stereotyped students. Academic Leadership, 8(3).
10. Endepohls-Ulpe, M., & Ruf, H. (2005). Primary school teachers’ criteria for the identification of gifted pupils. High Ability Studies, 16, 219–228.
11. Eraslan Çapan, B. (2010). Öğretmen Adaylarının Üstün Yetenekli Öğrencilere İlişkin Metaforik Algıları. Uluslararası Sosyal Araştırmalar Dergisi. 3(12), 140-154.
12. Feldhusen, J. F. (1997). Educating teachers for work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 547-552). Allyn & Bacon: Boston, MA.
13. Galloway, B. & Porath, M. (1997). Parent and teacher views of gifted children's social abilities. Roeper Review, 20(2), 118.
14. Geake, J.G. & Gross, M.U. (2008). Teachers’ Negative Affect Toward Academically Gifted Students: An Evolutionary Psychological Study. Gifted Child Quarterly, 52; 217-231.
15. Gökdere, M. & Ayvacı, H.Ş. (2004). Sınıf öğretmenlerinin üstün yetenekli çocuklar ve özellikleri ile ilgili bilgi seviyelerinin belirlenmesi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, s.17-26.
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.
17. İnan, H. Z., Bayındır, N. & Demir, S. (2009). Awareness level of teachers about the characteristics of gifted children. Australian Journal of Basic and Applied Sciences. 3 (3): 2519-2527.
18. 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.
19. Lee, L. (1999). Teachers’ conceptions of gifted and talented young children. High Ability Studies, 10, 183–196.
20. McCarty, F., Abbott-Shim, M. & Lambert, R. (2001). The relationship between teacher beliefs and practices, and Head Start classroom quality. Early Education & Development, 12, 225–238.
21. MEB (2014). Millî Eğitim İstatistikleri, Örgün Eğitim 2013/2014. Resmi İstatistik Yayınları Programı
22. Miller, E. M. (2009). The effect of training in gifted education on elementary classroom teachers’ theory- based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65-105.
23. Moon, T. R. &. Brighton, C. M. (2008). Primary teachers’ conceptions of giftedness. Journal for the Education of the Gifted. 31(4), 447-480.
24. Nelson, K. C., & Prindle, N. (1992). Gifted teacher competencies: Ratings by rural principals and teachers compared. Journal for the Education of the Gifted, 15, 357-369.
25. Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Mesut Bütün ve Selçuk Beşir Demir(Çeviri Editörleri). Pegem Akademi: Ankara.
26. Persson, R. S. (2014) The needs of the highly able and the needs of society: A multidisciplinary analysis of talent differentiation and its significance to gifted education and issues of societal inequality. Roeper Review, 36(1), 43-59.
27. Peterson, J. S. & Margolin, L. (1997). Naming gifted children: An example of unintended “reproduction.” Journal for the Education of the Gifted, 21, 82–100.
28. Robinson, A. & Clinkenbeard, P. R. (2008). History of giftedness: Perspectives from the past presage modern scholarship. In S. Pfieffer (Ed.), Handbook on giftedness in children: Psycho-educational theory, research, and best practices (pp. 13 – 31). Springer Science: New York.
29. Rohrer, J. C. (1995). Primary teacher conceptions of giftedness: Image, evidence and non-evidence. Journal for the Education of the Gifted, 18(3), 269-283.
30. Rosenthal, R. (2002). Covert communications in classrooms, clinics, courtrooms, and cubicles. American Psychologist, 57, 839–349.
31. Schack, G. D. & Starko, A. J. (1990). Identification of gifted students: An analysis of criteria preferred by preservice teachers, classroom teachers, and teachers of the gifted. Journal for the Education of the Gifted, 13, 346-363.
32. Schroth, S. & Helfer, J. A. (2008). Identifying Gifted Students: Educator Beliefs Regarding Various Policies, Processes, and Procedures. Journal for the Education of the Gifted, 32(2), 155-179.
33. Speirs Neumeister, K. L., Adams, C. M., Pierce, R. L., Cassady, J. C. & Dixon, F. A. (2007). Fourth-grade teachers’ perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 30, 479–499.
34. Tomlinson, C. A., Tomchin, E. M. & Callahan, C. M. (1994, April). Preservice teachers’ perceptions of and responses to the differential needs of gifted students in their classrooms. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
35. Tomlinson, C. (1996). Good teaching for one and all: does gifted education have an instructional identity?. Journal for the Education of the Gifted, 20, 155–174.
36. Tortop, H. S. & Kunt, K. (2013). İlköğretim öğretmenlerinin üstün yeteneklilerin eğitimine ilişkin tutumlarının incelenmesi. International Online Journal of Educational Sciences, 5 (2), 441-451.