Special Education Prospective Teachers' Views on Supporting the Academic Self-Concept of Gifted Students in Selective Groups

Şule Demirel Dingeç

Article Details

Special Education Prospective Teachers' Views on Supporting the Academic Self-Concept of Gifted Students in Selective Groups

Authors:

Şule Demirel Dingeç

Publisher:

Anadolu University

Main Topics:

Special Talented Education

Journal:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.783-803

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302102

pISSN:

2602-2249

Keywords:

Abstract:

 One of the strategies used in the education of gifted students is the grouping strategy. In homogeneous groupings within the grouping strategy, gifted individuals receive education together according to their ability levels. Thus, they are included in a selective group with a high level of talent. Selective groups can have positive and negative effects on gifted students. One of the dimensions that groups have an impact on is students academic self-concept. This study aimed to determine the views of prospective teachers, who are undergraduate students the special education department, on supporting the academic self-concept of gifted students in selective groups. Within the scope of this purpose, the participants views on the effects of selective groups and their suggestions on supporting academic self-concept were taken. The study is a descriptive study conducted with qualitative research. Data collected from 32 participants with open-ended questions were analyzed using content analysis. The results of the study showed that selective groups may have positive benefits such as receiving education appropriate to the level of gifted students and not being alone, as well as disadvantages such as being too academically oriented and having difficulty in a competitive environment. While sharing the effects of the groups, participants stated that academic self-concept could be affected both positively and negatively. Students, parents, teachers, administrators, and other experts made suggestions to support the academic self-concept of gifted students in a positive way. The most striking suggestions were made on knowing the student and group characteristics well. In addition, the participants suggested to all stakeholders that gifted students should be supported not only academically but also socially and emotionally.

 One of the strategies used in the education of gifted students is the grouping strategy. In homogeneous groupings within the grouping strategy, gifted individuals receive education together according to their ability levels. Thus, they are included in a selective group with a high level of talent. Selective groups can have positive and negative effects on gifted students. One of the dimensions that groups have an impact on is students academic self-concept. This study aimed to determine the views of prospective teachers, who are undergraduate students the special education department, on supporting the academic self-concept of gifted students in selective groups. Within the scope of this purpose, the participants views on the effects of selective groups and their suggestions on supporting academic self-concept were taken. The study is a descriptive study conducted with qualitative research. Data collected from 32 participants with open-ended questions were analyzed using content analysis. The results of the study showed that selective groups may have positive benefits such as receiving education appropriate to the level of gifted students and not being alone, as well as disadvantages such as being too academically oriented and having difficulty in a competitive environment. While sharing the effects of the groups, participants stated that academic self-concept could be affected both positively and negatively. Students, parents, teachers, administrators, and other experts made suggestions to support the academic self-concept of gifted students in a positive way. The most striking suggestions were made on knowing the student and group characteristics well. In addition, the participants suggested to all stakeholders that gifted students should be supported not only academically but also socially and emotionally.

 One of the strategies used in the education of gifted students is the grouping strategy. In homogeneous groupings within the grouping strategy, gifted individuals receive education together according to their ability levels. Thus, they are included in a selective group with a high level of talent. Selective groups can have positive and negative effects on gifted students. One of the dimensions that groups have an impact on is students academic self-concept. This study aimed to determine the views of prospective teachers, who are undergraduate students the special education department, on supporting the academic self-concept of gifted students in selective groups. Within the scope of this purpose, the participants views on the effects of selective groups and their suggestions on supporting academic self-concept were taken. The study is a descriptive study conducted with qualitative research. Data collected from 32 participants with open-ended questions were analyzed using content analysis. The results of the study showed that selective groups may have positive benefits such as receiving education appropriate to the level of gifted students and not being alone, as well as disadvantages such as being too academically oriented and having difficulty in a competitive environment. While sharing the effects of the groups, participants stated that academic self-concept could be affected both positively and negatively. Students, parents, teachers, administrators, and other experts made suggestions to support the academic self-concept of gifted students in a positive way. The most striking suggestions were made on knowing the student and group characteristics well. In addition, the participants suggested to all stakeholders that gifted students should be supported not only academically but also socially and emotionally.

 Özel yetenekli öğrencilerin eğitimlerinde sıklıkla kullanılan yöntemlerden biri gruplama stratejisidir. Gruplama stratejisi içerisinde yer alan homojen gruplarda özel yetenekli bireyler yetenek düzeylerine göre bir arada eğitim alırlar. Böylece yetenek düzeyi üst seviyede seçkin bir grup içerisinde yer almış olurlar. Seçkin grupların özel yetenekli öğrencilere olumlu ve olumsuz etkileri olabilir. Grupların etki yarattığı boyutlardan biri de öğrencilerin akademik benlik algısıdır. Bu çalışmada özel eğitim bölümünde lisans öğrencisi olan öğretmen adaylarının, seçkin gruplardaki özel yetenekli öğrencilerin akademik benlik algılarını desteklemeye ilişkin görüşlerinin belirlenmesi amaçlanmıştır. Bu amaç kapsamında katılımcılardan seçkin grupların etkileriyle ilgili görüşleri ve akademik benlik algısını desteklemeye dair önerileri alınmıştır. Çalışma nitel araştırma yöntemiyle gerçekleştirilen betimsel bir çalışmadır. 32 katılımcıdan açık uçlu sorularla toplanan veriler içerik analiziyle çözümlenmiştir. Çalışmanın sonuçları seçkin grupların özel yetenekli öğrencilerin düzeylerine uygun eğitim alma ve yalnız hissetmeme gibi olumlu getirileriyle birlikte çok akademik odaklı olma ve rekabetçi ortamda zorlanma gibi dezavantajları olabileceğini göstermiştir. Katılımcılar seçkin grupların etkilerini paylaşırken, akademik benlik algısının hem olumlu hem de olumsuz etkilenebileceğini ifade etmişlerdir. Özel yetenekli öğrencilerin akademik benlik algısını olumlu yönde desteklemek için öğrencilere, ailelere, öğretmenlere, yöneticilere ve diğer uzmanlara yönelik önerilerde bulunmuşlardır. En dikkat çeken öneriler ise özel yetenekli öğrencilerin ve seçkin grupların özelliklerinin iyi bilinmesi üzerine yapılmıştır. Ayrıca katılımcılar özel yetenekli öğrencilere sadece akademik değil, sosyal duygusal bağlamda da destekler sunulmasını tüm paydaşlara önermişlerdir.

Article Details

Special Education Prospective Teachers' Views on Supporting the Academic Self-Concept of Gifted Students in Selective Groups

Authors:

Şule Demirel Dingeç

Publisher:

Anadolu University

Main Topics:

Special Talented Education

Journal:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.783-803

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302102

pISSN:

2602-2249

Gifted students

selective groups

academic self-conceptÖzel yetenekli öğrenciler

seçkin gruplar

akademik benlik algısı

Issues

Article Details

Special Education Prospective Teachers' Views on Supporting the Academic Self-Concept of Gifted Students in Selective Groups

Authors: Şule Demirel Dingeç

Publisher: Anadolu University

Main Topics: Special Talented Education

Journal: Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.783-803

Document Type: Article

Publication Date: 10/2023

Document Language: Turkish

Document ID (Org No.): 2001302102

pISSN: 2602-2249

Gifted students

selective groups

academic self-conceptÖzel yetenekli öğrenciler

seçkin gruplar

akademik benlik algısı

Issues

Authors:

Şule Demirel Dingeç

Publisher:

Anadolu University

Main Topics:

Special Talented Education

Journal:

Anadolu University Journal of Education Faculty Vol.7 Issue 4, pp.783-803

Document Type:

Article

Publication Date:

10/2023

Document Language:

Turkish

Document ID (Org No.):

2001302102

pISSN:

2602-2249