Üstün Yetenekli Öğrencilere Destek Odasında Verilen Eğitime İlişkin Okul Yöneticilerinin ve Öğretmenlerin Görüşleri

Pemik, Kübra; Levent, Faruk

doi:10.21565/ozelegitimdergisi.446598

Cited by 11 publications

(5 citation statements)

References 1 publication

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“…The attitudes of the teachers with seniority of 6-10 years are highly positive and differ significantly from the attitudes of other teachers. In similar studies conducted in our country, Güneş (2015), Sönmez (2017) and Tortop and Kunt (2013) primary school teachers, Kunt (2012) science and technology teachers, and Şişman (2018) mathematics teachers' attitudes towards the education of gifted students were undecided level. In addition, Daştan (2016) and Gülkaya (2016) stated that preschool teachers had a moderate positive attitude towards the education of gifted students, while Sarar (2018) and Seyhan (2015) stated that preschool teachers had a high level of attitude.…”

Section: Findings and Discussionmentioning

confidence: 75%

“…Bu değer Gagné ve Nedau (1991)'in önerdikleri puanlama sistemine göre olumlu tutum kategorisinde yer almaktadır. Ülkemizde yapılan benzer çalışmalarda ise Güneş (2015), Sönmez (2017) ile Tortop ve Kunt (2013) sınıf öğretmenlerinin, Kunt (2012) fen ve teknoloji öğretmenlerinin, Şişman (2018) ise matematik öğretmenlerinin üstün yeteneklilerin eğitimine yönelik tutumlarının karasız(nötr) tutum düzeyinde olduğunu tespit etmişlerdir. Ayrıca Daştan (2016) ve Gülkaya (2016) okul öncesi öğretmenlerinin üstün yetenekli öğrencilerin eğitimine yönelik orta düzeyde olumlu tutuma sahip olduklarını belirtirken Sarar (2018) ve Seyhan (2015) okul öncesi öğretmenlerin yüksek düzeyde tutuma sahip olduklarını belirtmişlerdir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

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Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi

Yıldız¹

2020

TurkishStudies

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Primary school teachers have a great role in the education of gifted students. Attitudes and selfefficacy beliefs of primary school teachers towards the education of gifted students play a key role in this task. Therefore, the aim of this study was to determine the attitudes, self-efficacy beliefs and educational needs of primary school teachers regarding the education of gifted students. The research was carried out with 100 primary school teachers working in various provinces in the fall semester of 2019-2020 academic year. The descriptive survey model was used in this study. In addition to the personal information form, the attitude scale for giftedness education, self-efficacy scale for gifted education, and the questionnaire about the educational needs of the gifted students were used. As the data showed normal distribution, the difference between the two groups was t-test and the comparison of more than two groups was performed by one-way Anova test. When all the results are evaluated together, it can be said that primary school teachers have positive attitude towards gifted students, but they have a belief in neutral self-efficacy towards their education and they need in-service training in this context. In further research, in-service trainings can be organized to increase the attitudes of teachers from various branches towards gifted students and self-efficacy beliefs. Training contents can be prepared to inform prospective teachers about gifted students and their education. Studies can be conducted to inform the primary school teachers about the methods and techniques that gifted students can use in their education.

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Section: Findings and Discussionmentioning

confidence: 75%

Section: Tartışma Sonuç Ve öNerilerunclassified

Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi

Yıldız¹

2020

TurkishStudies

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“…In addition, the participants who stated that they established closeness to the refugee children in order to facilitate the adaptation process also experienced negative emotions intensely in all processes. Similarly, it is seen that these feelings are expressed in some studies conducted in Turkey and abroad (Bütün Kar & Uzun, 2017;Korkmaz, 2019;Levent & Çayak, 2017). Participants stated that they received support from students who speak Turkish and Arabic, colleague support and mother support in order to communicate with children.…”

Section: Discussionmentioning

confidence: 89%

“…Öğretmenlerin yaşadığı bu olumsuz duyguların temelinde sığınmacılarla nasıl çalışılacağı konusunda yeterli bilgi birikimi ve deneyime sahip olmamanın yarattığı belirsizlik bulunduğu düşünülebilir. Araştırma sonucuna paralel olarak alanda yapılan bazı araştırmalarda da benzer sonuçlara ulaşıldığı, katılımcıların sığınmacılarla çalışmayı korku ve endişe verecek bir durum olarak nitelendirdikleri, ne yapacaklarını bilmedikleri için büyük bir korku yaşadıkları belirtilmiştir(Bütün Kar ve Uzun, 2017;Korkmaz, 2019;Levent ve Çayak, 2017). Benzer şekilde De Beer (2019) yaptığı araştırmada katılımcıların aile ve çocuk ile iletişim kurarken zorlandığı sonucuna ulaşmıştır.…”

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Experiences of Preschool Teachers Working with Refugee Children: A Multicultural Perspective

TANIŞ>

Özgün

2022

Ege Eğitim Dergisi

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Working in a classroom with children who have grown up in different living conditions and have different cultural codes and experiences brings along various experiences (opportunities or difficulties) for teachers. It is known that the difficulties faced by teachers who have refugee children in their classrooms are relatively higher than their colleagues. Since the refugees who have been seeking refuge in Turkey usually prefer to settle in border provinces, it has become a necessity to understand the experiences of teachers working in this region. Therefore, this research aims to examine the experiences of preschool teachers who have refugee children in their classrooms in the context of multiculturalism. The study was prepared in a phenomenological research design, which is one of the qualitative research methods, and a semi-structured interview form prepared by the researcher was used as a data collection tool. The study group of the research is 17 preschool teachers who work in Gaziantep and have refugee children in their class. Content analysis was used in data analysis and the results were interpreted. Results revealed that experiences of the participant teachers were gathered under the headings of adaptation, communication, educational situation and needs-problem clusters. Overall, all the teachers who participated in the study had difficulties in the adaptation period of the refugee children, could not communicate with themselves and experienced inadequacy.

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“…2017) finding that support education rooms are inadequate in terms of equipment and training and that teachers need in-service training;Pemik and Levent's (2019) finding that there is no specific curriculum in support education rooms;Cengizhan's (2019) finding that teachers working in support education rooms have difficulties in preparing content. In the research study ofAfat (2017) as an example of Istanbul province, support training rooms were examined and as a result of this examination, 124 (11%) of the teachers working in the support training rooms received in-service training on the subject, and 973 (89%) It was determined that they did not receive any in-service training on the subject.…”

mentioning

confidence: 99%

Teachers' Perceptions, Opinions and Training Needs about the Guidance, Diagnosis and Education of Individuals with Special Talents

GİRGİN,

ATASAYAR,

CANLI

2023

TRJASW

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In this study, it was aimed to determine teachers' views, perceptions and training needs regarding the identification and education of gifted and talented students. By determining the opinions of teachers, new and functional suggestions regarding the identification and education processes of gifted students were presented. 358 teachers working in Sakarya province participated in the study. Frequency analysis and descriptive statistics methods were used in the statistical analysis of the research. According to the results of the study, it was determined that teachers need training on "identifying gifted students", "choosing appropriate teaching methods for gifted students" and "determining the learning needs of gifted students". When the opinions of the teachers regarding the education of gifted students were examined, it was seen that they expressed opinions on giving more space to gifted students in education policies, enriching BILSEMs, (science and art education center) and constantly renewing themselves in this field. Under the sub-heading of teachers' perceptions of gifted students, it was determined that teachers' perceptions of the characteristics of gifted students in general were above average.

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Üstün Yetenekli Öğrencilere Destek Odasında Verilen Eğitime İlişkin Okul Yöneticilerinin ve Öğretmenlerin Görüşleri

Cited by 11 publications

References 1 publication

Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi

Sınıf Öğretmenlerinin Üstün Yetenekli Öğrencilerin Eğitimine Yönelik Tutum, Öz-Yeterlik ve Eğitim İhtiyaçlarının Belirlenmesi

Experiences of Preschool Teachers Working with Refugee Children: A Multicultural Perspective

Teachers' Perceptions, Opinions and Training Needs about the Guidance, Diagnosis and Education of Individuals with Special Talents

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