Gifted or not? Exploring the factors influencing pre-service primary school teachers’ nomination decisions

Ömer Faruk Tamul; Gülşah Avcı Doğan

Makale detayları

Gifted or not? Exploring the factors influencing pre-service primary school teachers’ nomination decisions

Yazarlar:

Ömer Faruk Tamul | Gülşah Avcı Doğan

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.15 Issue ISRIS 2025, pp.226-262

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350227

pISSN:

1309-9302

Anahtar kelimeler:

Özet:

 This study aims to examine the factors influencing pre-service primary school teachers nomination decisions in identifying gifted and talented students using scenario-based student profiles. A case study approach, one of the qualitative research designs, was adopted, and the sample consisted of 70 pre-service teachers who had successfully completed the Special Education and Inclusion course. The data were collected using the Student Profiles Questionnaire, adapted into Turkish by Erdimez 2019 and featuring diverse student profiles with various individual characteristics. The data were analyzed through content analysis with the help of MAXQDA software. The findings were categorized into four main themes: 1 Pre-service teachers perceptions and expectations of giftedness influence their nomination decisions; 2 Achievement in quantitative subjects is perceived as more valuable than achievement in verbal subjects; 3 Social-emotional difficulties may overshadow students cognitive strengths; 4 When additional diagnoses were suspected e.g., ADHD and learning disabilities, pre-service teachers tend to refer students to intervention programs, such as Guidance and Research Centers rather than to the Science and Art Centers. The findings suggest that pre-service teachers knowledge, attitudes, and biases significantly influence their decision-making processes when identifying gifted students. It is recommended that pre-service primary school teachers receive targeted training to deepen their understanding about giftedness and be provided with both pre-service and in-service professional development to enhance their ability to identify gifted students.

 This study aims to examine the factors influencing pre-service primary school teachers nomination decisions in identifying gifted and talented students using scenario-based student profiles. A case study approach, one of the qualitative research designs, was adopted, and the sample consisted of 70 pre-service teachers who had successfully completed the Special Education and Inclusion course. The data were collected using the Student Profiles Questionnaire, adapted into Turkish by Erdimez 2019 and featuring diverse student profiles with various individual characteristics. The data were analyzed through content analysis with the help of MAXQDA software. The findings were categorized into four main themes: 1 Pre-service teachers perceptions and expectations of giftedness influence their nomination decisions; 2 Achievement in quantitative subjects is perceived as more valuable than achievement in verbal subjects; 3 Social-emotional difficulties may overshadow students cognitive strengths; 4 When additional diagnoses were suspected e.g., ADHD and learning disabilities, pre-service teachers tend to refer students to intervention programs, such as Guidance and Research Centers rather than to the Science and Art Centers. The findings suggest that pre-service teachers knowledge, attitudes, and biases significantly influence their decision-making processes when identifying gifted students. It is recommended that pre-service primary school teachers receive targeted training to deepen their understanding about giftedness and be provided with both pre-service and in-service professional development to enhance their ability to identify gifted students.

 This study aims to examine the factors influencing pre-service primary school teachers nomination decisions in identifying gifted and talented students using scenario-based student profiles. A case study approach, one of the qualitative research designs, was adopted, and the sample consisted of 70 pre-service teachers who had successfully completed the Special Education and Inclusion course. The data were collected using the Student Profiles Questionnaire, adapted into Turkish by Erdimez 2019 and featuring diverse student profiles with various individual characteristics. The data were analyzed through content analysis with the help of MAXQDA software. The findings were categorized into four main themes: 1 Pre-service teachers perceptions and expectations of giftedness influence their nomination decisions; 2 Achievement in quantitative subjects is perceived as more valuable than achievement in verbal subjects; 3 Social-emotional difficulties may overshadow students cognitive strengths; 4 When additional diagnoses were suspected e.g., ADHD and learning disabilities, pre-service teachers tend to refer students to intervention programs, such as Guidance and Research Centers rather than to the Science and Art Centers. The findings suggest that pre-service teachers knowledge, attitudes, and biases significantly influence their decision-making processes when identifying gifted students. It is recommended that pre-service primary school teachers receive targeted training to deepen their understanding about giftedness and be provided with both pre-service and in-service professional development to enhance their ability to identify gifted students.

 Bu araştırmanın amacı, sınıf öğretmeni adaylarının üstün zekalıyetenekli öğrenci tanılama sürecinde aday gösterme kararlarını etkileyen faktörleri, öğrenci profillerine dayalı senaryolar üzerinden incelemektir. Nitel araştırma desenlerinden durum çalışması yaklaşımı benimsenmiş ve örneklem grubunu özel eğitim ve kaynaştırma dersini başarıyla tamamlamış 70 öğretmen adayı oluşturmuştur. Veri toplama aracı olarak Erdimez 2019 tarafından Türkçeye uyarlanan ve çeşitli bireysel özellikler içeren öğrenci profillerinden oluşan Öğrenci Profilleri Anketi kullanılmıştır. Veriler, MAXQDA programı aracılığıyla içerik analizi yapılarak çözümlenmiştir. Bulgular dört ana tema etrafında toplanmıştır: 1 Öğretmen adaylarının üstün yetenek algıları ve beklentileri aday gösterme kararlarını etkilemektedir. 2 Sayısal ders başarısı, sözel ders başarısına kıyasla daha değerli görülmektedir. 3 Sosyal-duygusal sorunlar, öğrencinin bilişsel becerilerinin önüne geçebilmektedir. 4 Ek tanı şüphesi DEHB, öğrenme güçlüğü vb. durumunda, öğretmen adayları genellikle BİLSEM yerine müdahale programlarına yönlendirme yapmaktadır. Elde edilen bulgular, öğretmen adaylarının tanılama sürecinde sahip oldukları bilgi, tutum ve önyargıların karar verme süreçlerini etkilediğini göstermektedir. Sınıf öğretmenlerinin öğrencilerini üstün zekâyetenek tanısı için aday göstermede, üstün zekâyetenek hakkında doğru bilgilere sahip olması amacıyla hizmet öncesi eğitimlerle desteklenmeleri, öğrenciyi fark edebilmesi amacıyla hizmet öncesi ve hizmet içi eğitimlerle bilinçlendirilmeleri önerilmektedir.

Makale detayları

Gifted or not? Exploring the factors influencing pre-service primary school teachers’ nomination decisions

Yazarlar:

Ömer Faruk Tamul | Gülşah Avcı Doğan

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.15 Issue ISRIS 2025, pp.226-262

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350227

pISSN:

1309-9302

Giftedness

Pre-service teacher

Nomination

Science and Art Center

Case studyÜstün yetenek

Öğretmen Adayı

Aday gösterme

BİLSEM

Durum çalışması

Sayı

Makale detayları

Yazarlar: Ömer Faruk Tamul | Gülşah Avcı Doğan

Yayıncı: Ordu University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.15 Issue ISRIS 2025, pp.226-262

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001350227

pISSN: 1309-9302

Sayı

Yazarlar:

Ömer Faruk Tamul | Gülşah Avcı Doğan

Yayıncı:

Ordu University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi Vol.15 Issue ISRIS 2025, pp.226-262

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001350227

pISSN:

1309-9302