Research Information System
Excellence in Education 2011: Giftedness-Creativity-Development, İstanbul, Turkey, 6 - 09 July 2011, pp.114, (Summary Text)
Gifted students havespecial learning needs and that their curriculum and instruction must be at alevel, pace, and depth of complexity that would be inappropriate or frustratingfor children of average ability. When gifted students see school as a waste of time, school returns to theboring and unbearable places. One way to prevent them from that unwantedsituation is by exposing them to teachers who have positive attitudes toward them,understand their needs, possess knowledge specific to them, and respect them aspart of a heterogeneous class that offers an equitable education to all itsstudents. Teachers’ perception, attitudes and beliefs about gifted educationinfluence classroom practice and all learning environment.
Gaining knowledge about preservice teachers' attitudes is essential forgifted practitioners, gifted programmers and everyone working in giftededucation. Preservice teachers will one day have a powerful influence on all students'future learning environments and all students, including gifted students, willbe affected by their attitudes.
This study offers a unique perspective on preservice teachers' attitudestoward gifted students and their education in Turkey. Study has been carriedout by the survey model. Questionnaire was prepared to learn preserviceteachers' perception, attitudes and beliefs about gifted students and theireducation. The research has been conducted with preserviceelementary teachers who enrolled and Hasan Ali Yücel Education Faculty ofİstanbul University in 2010-2011 academic year. Obtained data were evaluatedthrough appropriate statistical analysis program.
Keywords: Gifted Students, Preservice Teacher, Attitudes and Beliefs