Özet:

The aim of the study is to examine the views of secondary school teachers on out-of-school learning practices of gifted students. Phenomenological approach, one of the qualitative research methods, was used in the study. The research was carried out with the participation of forty-one teachers determined by criterion sampling method. A semi-structured interview form developed by the researchers was used as a data collection tool. The data obtained in the study were analyzed using content analysis technique. When the results of the research were examined, it was determined that the teachers working in secondary schools were generally in an effort to define the concept of out-of-school learning "in terms of space", and that they had views that emphasized differences in terms of the learning environment that covers different types of learning in the learning process of gifted students and provides multi-faceted academic, social, emotional and cognitive development. While it was determined that the majority of the teachers participating in the research did not plan out-of-school learning activities for their gifted students, the difficulties or prejudices that caused this situation were identified as students' focusing problems, socio-economic characteristics, teachers' lack of sufficient knowledge and equipment, and parents' negative attitudes. The teachers who participated in the study planned out-of-school learning activities for their gifted students, such as competitions, courses, trips, museum visits, and try-and-build workshops, and it was determined that parents had mostly positive attitudes towards out-of-school learning. In the study, it was determined that although the teachers' opinion that the curricula provide the necessary guidance to support the participation of gifted students in out-of-school learning environments, there are different opinions on this issue. Based on the results of the study, it is recommended to use different research methods and designs in future studies, to conduct similar studies with teachers working at different levels of education, and to train secondary school teachers on instructional measures and administrative interventions related to the education of gifted students.

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