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Üstün yetenekliler, geniş bir yelpazede farklı özellikler gösteren, eğitsel ihtiyaçları özgün, oldukça heterojen bir gruptur. Bu öğrencilerin tanılanmaları ve eğitimleri, potansiyellerinin desteklenmesi açısından önemlidir. Üstün yeteneklilerin tanılanması ve eğitimlerinin etkililiği, çoğu zaman, bu konuda görev alan öğretmenlerin yeterliliklerine de bağlıdır. Bu bağlamda, araştırmada sınıf öğretmenlerinin, üstün yetenekliler eğitimine ilişkin özyeterlilik düzeyleri incelenmiştir. Araştırmanın verileri kolayda örnekleme yöntemiyle seçilmiş 169 sınıf öğretmeninden, kişisel bilgi formu ve Özel Yeteneklilerin Eğitimi Alanı Öğretmen Mesleki Özyeterlik Ölçeği kullanılarak toplanmıştır. Verilerin analizinde betimsel istatistikler, bağımsız örneklemler t testi ve Kruskal-Wallis testi kullanılmıştır. Analizler sonucunda, sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin özyeterliliklerinin orta düzeyde olduğu, özyeterlilik düzeylerinin öğrenci aday gösterme durumuna, eğitim düzeyine, kadro durumuna, yaşa, kıdeme ve üstün yetenekliler eğitimine ilişkin görüşe göre farklılaşmazken üstün yetenekli öğrenci deneyimi ve cinsiyete göre farklılaştığı bulunmuştur. Bulgular literatür kapsamında tartışılmış, sınıf öğretmenlerinin yeterliliklerinin, üstün yeteneklilerin etkili şekilde tanılanıp eğitilmesi için yeterli düzeyde olmadığı değerlendirilmiş, öğretmen yeterliliklerinin arttırılmasına ve gelecek araştırmalara yönelik önerilerde bulunulmuştur.
Excellent talents are an original, quite heterogeneous group of educational needs, with a wide range of different characteristics. The recognition and training of these students is important in terms of supporting their potential. The recognition of superior talents and the effectiveness of their training often also depends on the skills of the teachers engaged in this field. In this context, the research has studied the levels of self-sufficiency in relation to class teachers, superior talents education. The research data was collected from 169 class teachers selected using the easy sample method, using the personal information form and the Teacher's Professional Self-Equality Scale of the Special Skills Education Area. In the analysis of the data; visual statistics, independent samples were used to test t and Kruskal-Wallis test. The results of the analysis have found that class teachers’ self-sufficiency in relation to superior talents education is at the middle level, the levels of self-sufficiency differ according to the student’s status of candidacy, level of education, staff status, age, age and superior talents education, while the superior talents students’ experience and gender differentiate. The findings were discussed within the literature framework, the qualifications of classmates were assessed not at a sufficient level to effectively recognize and educate superior talents, the teachers’ qualifications were enhanced and the recommendations were made for future research.
Gifted students are very heterogeneous group with wide variety of characteristics and different educational needs. The identification and education of these students is important to support their potential. The effectiveness of the identification and education often depends on the efficacies of teachers involved with this group. The current research examined the self-efficacy levels for gifted education of classroom teachers. The data were collected from 169 classroom teachers selected by the convenience sampling method, using the personal information form, and the Self-Efficacies Scale for Teachers of Gifted and Talented Students. Descriptive statistics, independent samples t-test and Kruskal-Wallis test were used to analyze the data. Results showed that the self-efficacy levels of the classroom teachers for gifted education was moderate. In addition, self-efficacy levels did not differ significantly according to nomination, education level, staff status, age, seniority, or views on gifted education. Levels significantly differed according to gifted student experience and gender. It was discussed that the efficacy levels of classroom teachers were not sufficient to identify and educate the gifted effectively and suggestions were made for increasing teacher proficiency.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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