Investigation of Secondary School Teachers’ Views on Enrichment Practices

Murat Tapar; Muhammet Davut Gül

Makale detayları

Investigation of Secondary School Teachers’ Views on Enrichment Practices

Yazarlar:

Murat Tapar | Muhammet Davut Gül

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.399-420

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001348506

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 This study explores secondary school teachers perspectives on enrichment practices for gifted students, acknowledging that these students differ cognitively and affectively from their peers. Enrichment, a key instructional method, relies heavily on teachers ability to implement it effectively. Since teachers play an important role in the implementation of these programs, the aim of this study is to examine the views of secondary school branch teachers regarding the enrichment practices used in the educational processes of students with special ability decisions. Using a qualitative case study approach, 24 Turkish, Mathematics, Science, and Social Sciences teachers from three secondary schools in the Mediterranean region were interviewed. These teachers had students identified as gifted in their classes. Data were gathered through a semi-structured interview form, covering both demographic information and teachers views on enrichment. Content analysis revealed three key themes: teachers competence levels, challenges in applying enrichment methods, and the need for in-service training. The findings indicated that teachers generally feel underprepared for enrichment practices, recognize difficulties in their implementation, and express a strong need for further professional development. This highlights the importance of equipping teachers with better tools and training to enhance educational outcomes for gifted students.

 This study explores secondary school teachers perspectives on enrichment practices for gifted students, acknowledging that these students differ cognitively and affectively from their peers. Enrichment, a key instructional method, relies heavily on teachers ability to implement it effectively. Since teachers play an important role in the implementation of these programs, the aim of this study is to examine the views of secondary school branch teachers regarding the enrichment practices used in the educational processes of students with special ability decisions. Using a qualitative case study approach, 24 Turkish, Mathematics, Science, and Social Sciences teachers from three secondary schools in the Mediterranean region were interviewed. These teachers had students identified as gifted in their classes. Data were gathered through a semi-structured interview form, covering both demographic information and teachers views on enrichment. Content analysis revealed three key themes: teachers competence levels, challenges in applying enrichment methods, and the need for in-service training. The findings indicated that teachers generally feel underprepared for enrichment practices, recognize difficulties in their implementation, and express a strong need for further professional development. This highlights the importance of equipping teachers with better tools and training to enhance educational outcomes for gifted students.

 This study explores secondary school teachers perspectives on enrichment practices for gifted students, acknowledging that these students differ cognitively and affectively from their peers. Enrichment, a key instructional method, relies heavily on teachers ability to implement it effectively. Since teachers play an important role in the implementation of these programs, the aim of this study is to examine the views of secondary school branch teachers regarding the enrichment practices used in the educational processes of students with special ability decisions. Using a qualitative case study approach, 24 Turkish, Mathematics, Science, and Social Sciences teachers from three secondary schools in the Mediterranean region were interviewed. These teachers had students identified as gifted in their classes. Data were gathered through a semi-structured interview form, covering both demographic information and teachers views on enrichment. Content analysis revealed three key themes: teachers competence levels, challenges in applying enrichment methods, and the need for in-service training. The findings indicated that teachers generally feel underprepared for enrichment practices, recognize difficulties in their implementation, and express a strong need for further professional development. This highlights the importance of equipping teachers with better tools and training to enhance educational outcomes for gifted students.

 Özel yetenekli öğrenciler, bilişsel ve duyuşsal alanlarda akranlarından farklılaştıklarından öğretim ihtiyaçları karşılanırken farklı uygulamalar kullanılmaktadır. Zenginleştirme de bu uygulamalardan birisidir. Bu programların uygulanmasında öğretmenler önemli bir rol oynadığından bu çalışmanın amacı özel yetenek kararı olan öğrencilerin eğitim süreçlerinde kullanılan zenginleştirme uygulamalarına ilişkin ortaokul branş öğretmenlerinin görüşlerinin incelenmesidir. Araştırmada, nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışma grubu, amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile oluşturulmuştur. Araştırmada veri toplama aracı olarak uzman görüşü alınarak hazırlanan biri demografik özellikler ve dördü görüşlerle ilgili beş sorudan oluşan yarı yapılandırılmış görüşme formu kullanılırken; elde edilen veriler içerik analizine tutulmuştur. Araştırmada Orta Karadeniz bölgesindeki bir ilde 3 ortaokulda görev yapan ve sınıfında özel yetenek kararı verilmiş öğrencisi bulunan 24 Türkçe-Matematik-Fen Bilimleri ve Sosyal Bilimler öğretmeninin, özel yetenek tanılı öğrencilerin eğitim süreçlerinde zenginleştirme uygulamalarına ilişkin görüşleri incelenmiştir. Elde edilen verilere bağlı olarak öğretmen görüşleri yetkinlik düzeyleri, uygulamada zorluklar ve hizmetiçi eğitim ihtiyacı olarak üç tema altında analiz edilmiştir. Branş öğretmenlerinin zenginleştirme uygulamalarına dair kendilerini çok yetkin görmedikleri, özel yetenekli öğrencilerin eğitim sürecinde zenginleştirme uygulamalarında hazırlama ve uygulayamamalarının ne gibi problemlere yol açtıklarının farkında oldukları ve zenginleştirme uygulamalarına dair daha fazla hizmet içi eğitime ihtiyaçları oldukları sonuçlarına ulaşılmıştır.

Makale detayları

Investigation of Secondary School Teachers’ Views on Enrichment Practices

Yazarlar:

Murat Tapar | Muhammet Davut Gül

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.399-420

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001348506

pISSN:

2147-1037

giftedness

enrichment

differentiationözel yetenek

zenginleştirme

farklılaştırma

Sayı

Makale detayları

Investigation of Secondary School Teachers’ Views on Enrichment Practices

Yazarlar: Murat Tapar | Muhammet Davut Gül

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Özel Yetenekli Eğitimi

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.399-420

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001348506

pISSN: 2147-1037

giftedness

enrichment

differentiationözel yetenek

zenginleştirme

farklılaştırma

Sayı

Yazarlar:

Murat Tapar | Muhammet Davut Gül

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 2, pp.399-420

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001348506

pISSN:

2147-1037