Preschool Teachers’ Perceptions of the Potential of Giftedness

H. Elif Dağlıoğlu; Özlem Çerezci

Article Details

Preschool Teachers’ Perceptions of the Potential of Giftedness

Authors:

H. Elif Dağlıoğlu | Özlem Çerezci

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.227-245

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326384

pISSN:

1304-7639

Keywords:

Abstract:

 Introduction: This study was conducted to examine preschool teachers perceptions of giftedness before and after they received training. Method: With a qualitative research design, this study utilized a case study. The working group of the study consisted of 171 volunteer teachers working in the official preschool institutions and primary school kindergartens located in the city centre of Çorum. Data were collected through Information Form, Brainstorming Technique, and Drawing Technique. Inductive content analysis was employed during data analysis. The statements were analysed and coded separately by the researchers at least three times while categorizing the data, and the codes and categories were finalised after three experts views. Findings: Preschool teachers were found to be most likely to take into account the cognitive developmental characteristics of these children both before and after receiving the education. In addition, it was revealed that they made a greater number and variety of coding after receiving the training. . It was also determined that before teachers were informed about giftedness, they expressed the characteristics of these children that could challenge them more. Discussion: After the preschool teachers were informed about giftedness, they were found to be more knowledgeable about the cognitive, language, social-emotional development, and general developmental characteristics of these children by reflecting on the drawings they made. In this context, it has been discovered that teachers perceptions of the challenging traits in gifted children significantly decrease after receiving information, and as teachers become more acquainted with gifted children, they are increasingly inclined to embrace and understand their potentially challenging characteristics.

 Introduction: This study was conducted to examine preschool teachers perceptions of giftedness before and after they received training. Method: With a qualitative research design, this study utilized a case study. The working group of the study consisted of 171 volunteer teachers working in the official preschool institutions and primary school kindergartens located in the city centre of Çorum. Data were collected through Information Form, Brainstorming Technique, and Drawing Technique. Inductive content analysis was employed during data analysis. The statements were analysed and coded separately by the researchers at least three times while categorizing the data, and the codes and categories were finalised after three experts views. Findings: Preschool teachers were found to be most likely to take into account the cognitive developmental characteristics of these children both before and after receiving the education. In addition, it was revealed that they made a greater number and variety of coding after receiving the training. . It was also determined that before teachers were informed about giftedness, they expressed the characteristics of these children that could challenge them more. Discussion: After the preschool teachers were informed about giftedness, they were found to be more knowledgeable about the cognitive, language, social-emotional development, and general developmental characteristics of these children by reflecting on the drawings they made. In this context, it has been discovered that teachers perceptions of the challenging traits in gifted children significantly decrease after receiving information, and as teachers become more acquainted with gifted children, they are increasingly inclined to embrace and understand their potentially challenging characteristics.

 Introduction: This study was conducted to examine preschool teachers perceptions of giftedness before and after they received training. Method: With a qualitative research design, this study utilized a case study. The working group of the study consisted of 171 volunteer teachers working in the official preschool institutions and primary school kindergartens located in the city centre of Çorum. Data were collected through Information Form, Brainstorming Technique, and Drawing Technique. Inductive content analysis was employed during data analysis. The statements were analysed and coded separately by the researchers at least three times while categorizing the data, and the codes and categories were finalised after three experts views. Findings: Preschool teachers were found to be most likely to take into account the cognitive developmental characteristics of these children both before and after receiving the education. In addition, it was revealed that they made a greater number and variety of coding after receiving the training. . It was also determined that before teachers were informed about giftedness, they expressed the characteristics of these children that could challenge them more. Discussion: After the preschool teachers were informed about giftedness, they were found to be more knowledgeable about the cognitive, language, social-emotional development, and general developmental characteristics of these children by reflecting on the drawings they made. In this context, it has been discovered that teachers perceptions of the challenging traits in gifted children significantly decrease after receiving information, and as teachers become more acquainted with gifted children, they are increasingly inclined to embrace and understand their potentially challenging characteristics.

 Giriş: Bu araştırma okul öncesi öğretmenlerinin üstün yeteneklilik konusunda eğitim almadan önce ve sonra bu konudaki algılarını incelemek amacıyla yapılmıştır. Yöntem: Çalışma nitel araştırma yöntemlerinden durum çalışması deseninde kurgulanmıştır. Araştırmanın çalışma grubunu Çorum İl merkezinde bulunan resmi okul öncesi kurum ve ilköğretim okulu anasınıflarında çalışan gönüllü toplam 171 öğretmen oluşturmuştur. Araştırmada bilgi formu, beyin fırtınası ve resim tekniği kullanılarak veriler toplanmıştır. Elde edilen veriler tümevarımsal içerik analizi yoluyla analiz edilmiştir. Araştırmada veriler kategorize edilirken belirtilen ifadeler araştırmacılar tarafından en az üç kez incelenerek ayrı ayrı kodlanmış ve oluşturulan kod ve kategoriler üç uzman tarafından incelenerek son hali verilmiştir. Bulgular: Okul öncesi öğretmenlerinin üstün yetenekliliğe ilişkin olarak gerek eğitim almadan önce gerekse sonrasında bu çocukların daha çok bilişsel gelişim özelliklerini dikkate aldıkları bununla birlikte eğitim aldıktan sonra eğitim almadan öncekine göre daha fazla sayıda ve çeşitte kodlama yaptıkları ortaya çıkmıştır. Ayrıca üstün yeteneklilik konusunda bilgilendirilmeden önce bu çocukların öğretmeni zorlayabilecek özelliklerini daha çok ifade ettikleri belirlenmiştir. Tartışma: Okul öncesi öğretmenleri üstün yeteneklilik konusunda bilgilendirildikten sonra öncesine nazaran bu çocukların temel olarak bilişsel, dil, sosyal duygusal gelişimleri ile genel gelişimsel özellikleri konusunda oldukça bilgi sahibi oldukları ve bu bağlamda öğretmenlerin üstün yetenekli çocukların zorlayıcı özelliklerine ilişkin görüşlerinin bilgilendirildikten sonra oldukça azaldığı ve öğretmenlerin üstün yetenekli çocukları tanımaya başladıkça zorlayıcı olabilecek özelliklerini kabullenmeye daha eğilimli oldukları ortaya çıkmıştır.

Article Details

Preschool Teachers’ Perceptions of the Potential of Giftedness

Authors:

H. Elif Dağlıoğlu | Özlem Çerezci

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.227-245

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326384

pISSN:

1304-7639

Giftedness

preschool teacher

perception

challenging characteristics

drawingÜstün yeteneklilik

okul öncesi öğretmeni

algı

zorlayıcı özellikler

çizim

Issues

Article Details

Authors: H. Elif Dağlıoğlu | Özlem Çerezci

Publisher: Ankara University

Main Topics: Özel Yetenekli Eğitimi

Journal: Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.227-245

Document Type: Article

Publication Date: 1/2024

Document Language: English

Document ID (Org No.): 2001326384

pISSN: 1304-7639

Issues

Authors:

H. Elif Dağlıoğlu | Özlem Çerezci

Publisher:

Ankara University

Main Topics:

Özel Yetenekli Eğitimi

Journal:

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi Vol.25 Issue 3, pp.227-245

Document Type:

Article

Publication Date:

1/2024

Document Language:

English

Document ID (Org No.):

2001326384

pISSN:

1304-7639