Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands

Smeets, Kim; Rohaan, Ellen; Peijnenburg, Joke; Samsen-Bronsveld, Elise; Bakx, Anouke

doi:10.1080/15332276.2023.2237553

Gifted and Talented International

2023

DOI: 10.1080/15332276.2023.2237553

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Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands

Kim Smeets,

Ellen Rohaan,

Joke Peijnenburg

et al.

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Cited by 3 publications

References 39 publications

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Gifted Identification Inventory for Teacher Awareness: Development, Validation, and Measurement Invariance

Özbaşi,

Yilmaz

2025

Psychology in the Schools

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The purpose of this study is to develop a self‐awareness tool for teachers to help them in identification, and support the gifted and talented students in educational settings via more accurate nominations by educators. The Gifted Identification Inventory for Teacher Awareness (GIIFTA) was developed via fourth stages of writing essay (n = 5), Delphi method (n = 10), the exploratory factor analysis (EFA) (n = 273), and the confirmatory factor analysis (CFA) (as a different group from EFA, n = 286). The construct of GIIFTA consists of 22 items in three dimensions with a 5‐point Likert scale. The three dimensions of the inventory are: Noticing the Gifted Students, Distinguishing Cognitive Traits, and Distinguishing Emotional Social Traits. The fit index values of the CFA analysis were calculated (χ2/SD = 2.65; GFI = 0.86; CFI = 0.92; IFI = 0.86; NFI = 0.88; NNFI = 0.91; SRMR = 0.05 and RMSEA = 0.07). In addition, convergent and divergent validity were also examined and found to be within acceptable limits. The measurement invariance of the emerging dimensions was also examined in terms of gender variable and it was found that the structure did not change. The item‐total correlation values of the items in the measurement tool ranged from 0.51 to 077. Its structure does not change by gender. The reliability coefficients for the entire scale were calculated to range from 0.88 to 0.95. These results indicate that GIIFTA has good psychometric properties to assess teachers' awareness of gifted students in their classrooms.

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Gifted Identification Inventory for Teacher Awareness: Development, Validation, and Measurement Invariance

Özbaşi,

Yilmaz

2025

Psychology in the Schools

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Cultivation of Social Attitudes in Social Studies Subjects for Sixth Grade of Elementary School

Wangi,

Supriyanto,

Trimurtini

2024

mimb.pgsd undiksha

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There are still some students who have low social attitudes. This shows that students are still less sensitive to friends, do not care about their surroundings, do not trust classmates, have difficulty adjusting to new relationships, want to win alone when playing, and often fight when playing. This study aims to evaluate the instillation of social attitudes in students who take social studies lessons. Supporting informants for this study were teachers and grade VI students. This study uses a qualitative method with a case study approach. The research data were collected through observation, interviews, questionnaires and documentation. Analysis of research data begins with data reduction, data presentation, and conclusions. The validity of the data is checked using technical triangulation and source triangulation. Indicators to be studied in students' social attitudes include honesty, discipline, helping each other, tolerance and politeness. The results of the study show that students' social attitudes, especially those related to tolerance and helping each other have been well ingrained since observation and interviews. directions, reprimands, sanctions, and providing good examples to their students. This study has implications for the process of implementing the instillation of social attitudes in grade VI students, in the world of education students are not only given knowledge and science to become intelligent people, but students are also given provisions to have skills and be able to shape student behavior in accordance with applicable norms and values. The development of these social attitudes can be a provision for students in facing the challenges and social conditions that they will face later.

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Professional Competencies for the Education of Gifted Students

Topçu,

Aktan

2024

e-KJER

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The aim of this study is to determine teachers' views on their professional competencies for the education of gifted students. Qualitative case study design was used in the study. The participants of the study consisted of thirty-seven teachers working at different educational levels who had experience working with gifted students. The data collection tool was a semi-structured interview form developed by the researcher. Content analysis was used to analyze the research data. The research findings consisted of five themes: teacher competencies, professional development, communication with gifted students, teaching and learning process, relationships with family, school and society, personal characteristics and professional values. In the research, the most important competencies that teachers should have in the field of professional development were determined as providing continuous professional development, following innovations in the field, being competent in using technology, knowing students cognitively, emotionally and socially, teachers developing children's research skills, giving additional tasks focused on talent, activating their sense of curiosity, having student-centered communication skills, teachers having field knowledge, making student-centered enrichments in the education program, having professional knowledge, being able to organize student-centered activities, and using different methods and techniques in teaching processes. As a result of the research findings, it was suggested that the number of trainings and seminars that can provide continuous professional development of teachers and support them in the field of education should be increased, and the publications that teachers can follow innovations and developments should be increased and made accessible

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Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands

Cited by 3 publications

References 39 publications

Gifted Identification Inventory for Teacher Awareness: Development, Validation, and Measurement Invariance

Gifted Identification Inventory for Teacher Awareness: Development, Validation, and Measurement Invariance

Cultivation of Social Attitudes in Social Studies Subjects for Sixth Grade of Elementary School

Professional Competencies for the Education of Gifted Students

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