Effectiveness of preservice training program for mathematic teacher candidates

It is very important to identify and train gifted individuals who lead the development of societies. It is observed that teachers have a great importance in the identification education of gifted students. At this point, teacher candidates field knowledge, attitudes and self-efficacy towards gifted students gain importance. The aim of this study is to examine the effects of the Mathematics Teaching for Gifted Students course given in the faculties of education and the education provided by the Science and Art Center on the self-efficacy beliefs and attitudes of mathematics teacher candidate towards teaching the gifted mathematics course. The research model is a descriptive survey model. The research was designed as a single-group pretest-posttest experimental design. The data collection tools of the research are the Attitude Scale for the Education of the Gifted, adapted by Tortop (2014) and the, mathematics lesson adaptation was used by making use of the scale developed by Girgin(2021) to determine the self-efficacy of mathematics teacher candidates regarding the education of gifted students. 86 teacher candidates who were studying in the department of primary education mathematics teaching at a state university in the Marmara Region and took the course of teaching mathematics to gifted students were included in the study with appropriate case sampling. The data obtained from the attitude and self-efficacy scales about the education of gifted students, which were applied to the mathematics teacher candidates at the beginning and end of the term, were analyzed with the SPSS 27 program using descriptive analysis, t-test, variance and correlation analysis. As a result of the research, it was concluded that the training provided caused a statistically significant difference in the self-efficacy beliefs and attitudes of the mathematics teacher candidates regarding the teaching of the gifted mathematics lesson. As a result of the research, no difference is observed in the self-efficacy and attitudes of teacher candidates related to the education of gifted students in terms of gender factor.

Keywords:

Attitude towards gifted, Selfefficacy of gifted students’ teachers, Teacher education Preservice training,

PDF

___

Akar, İ., & Uluman, M. (2013). Sınıf öğretmenlerinin üstün yetenekli öğrencileri doğru aday gösterme durumları (primary school teachers' correct nomination of gifted students. Journal of Gifted Education Research 1(3), 199-212.
Dağlıoğlu, H. E. (2010). Üstün yetenekli çocukların eğitiminde öğretmen yeterlikleri ve özellikleri(Teacher competencies and characteristics in the education of gifted children). The Journal of National Education, 186, 72-84.
Daştan, Ş. (2016). Okul Öncesi Öğretmenlerinin Öz-Yeterlik Düzeyleri ile Üstün Yeteneklilerin Eğitimine Yönelik Tutumlarının Karşılaştırılması(Comparıson of self-effıcacy levels of pre-school schools and theır attıtudes towards the educatıon of the gıfted indıvıduals ). Master Thesis. Gazi University, Education Sciences, Ankara.
Demirhan, E., Kaya Uyanık, G., Canan Güngören, Ö., & Gür Erdoğan, D. (2016). An examination of preservice classroom teaching programs in terms of gifted education in Turkey. Journal for the Education of Gifted Young Scientists, 4(2), 15–15.
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). SAGE Publications.
Gagné, F. (1991). Brief presentation of Gagné and Nadeau’s attitude scale: Opinions about the gifted and their education. Montreal: University of Québec.
Gallagher, J. J. (1996). Educational research and educational policy: The strange case of acceleration. In C. P. Benbow & D. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 83-92). Baltimore: The John Hopkins University Press.
Gallagher, S. (2007). Exploring pre-service teachers’ attitudes towards gifted Education’. TalentEd, 25 (1), 11−18.
Gencel, İ. E., & Satmaz, İ. (2017). Teacher candidates’ attitudes towards education of gifted students. International Journal of Curriculum and Instructional Studies, 7(14), 49-62.
Girgin, D., & Şahin, Ç. (2019). Öğretmen Adaylarının Üstün Yetenekli Öğrencilere İlişkin Özyeterlilik Düzeylerinin Bazı Değişkenler Açısından İncelenmesi (Investigation of pre-service teachers' self-efficacy levels of gifted students in terms of some variables) . The Journal of Limitless Education and Research, 4 (2), 143-166
Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted and Talented International, 16(2), 115-121
Gross, M. U. M. (1994). Changing teacher attitudes to gifted students through inservice training. Gifted and Talented International, 9(1), 15-21.
Güneş, A. (2015). Sınıf öğretmenlerinin üstün yetenekliler eğitimine ilişkin tutum ve öz-yeterliklerinin incelenmesi(Investigation of attitudes and self-efficacy of primary school teachers regarding gifted education). Journal of Gifted Education and Creativity, 2 (1), 12-16
Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121.
Horn, R. A. (2002) Understanding educational reform: a reference handbook (Santa Barbara, CA, ABC-CLIO).
Hökelekli, H., & Gündüz, T. (2007). Üstün yetenekli çocukların değer yönelimleri ve eğitimleri. İçinde, R. Kaymakcan, S. Kenan, H. Hökelekli, Ş. Arslan ve M. Zengin (Ed.), Değerler ve eğitimi uluslararası sempozyumu. İstanbul: DEM. ss. 371-396.
Girgin, I. (2021). İngilizce Öğretmenlerinin Üstün Yeteneklilerin Öğretimine İlişkin Özyeterliklerinin Belirlenmesi(Determining self-efficacy levels of the English language teachers for the education of gifted students). Master Thesis. Trakya University, Education Sciences, Edirne.
Kaya, N.G. (2013). Üstün Yetenekli Öğrencilerin Eğitimi ve BİLSEM’ler(Education of gifted students and SAC’s). Erzincan University Journal of Education Faculty, 15(1), 115-122
Kunt, K. (2012). Fen ve teknoloji öğretmenlerinin üstün yeteneklilik ve üstün yetenekli eğitimi ile ilgili görüşlerinin incelenmesi(Investigation of science and technology teachers' opinions about giftedness and gifted education). Master Thesis. Bülent Ecevit University Institute of Social Sciences, Zonguldak.
Lassig, C. (2009). Teachers’ attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education, 18(2), 32−42.
Lewis, E. ,& Milton, M. (2005). Attitudes of teachers before and after Professional Development. Australasian Journal of Gifted Education, 14(1), 5−14.
Lewis, J. F. (1982). Bulldozers or chairs? Gifted students describe their ideal teachers. Gifted Child Today, 23, 16-19
McCoach, D.B., & Siegel, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-254.
Metin, N., Şenol, F. B., & İnce, E. (2017). Öğretmen adaylarının üstün yetenekli çocukların eğitimine yönelik tutumlarının belirlenmesi( Determination of the prospective teachers' attitudes toward the education of the gifted children). Journal of Theoretical Educational Science, 10(1), 95-116.
Plunkett, M. (2000). Educating teachers to meet the needs of the gifted: An option or a necessity?. TalentEd, 18(1), 9−16.
Sak, U. (2011). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliliği(An overview and social validity of the education programs for talented students model (EPTS)). Education and Science, 36(161), 1-17.
Sarar, M. (2018). Okul öncesi öğretmenlerinin üstün yetenekliler eğitimine ilişkin öz yeterlik düzeyleri ile üstün yeteneklilerin eğitimine yönelik algı ve bilgisi arasındaki ilişkinin incelenmesi(Examining of the relationship between pre-school teachers' self-efficacy levels related to gifted education and perception and knowledge about the education of the gifted students). Master Thesis. İstanbul Aydın University, Institute of Social Sciences, İstanbul.
Sheffield, L.J. (1994). The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics Standards. Storrs CT: National Research Center on the Gifted and Talented.
Sophian, C., (2004). Mathematics for the future: developing a head start curriculum to support mathematics learning. Early Childhood Research Quarterly, 19, 59-81.
Summak, M.S., & Çelik-Şahin Ç. (2014). Bilim ve sanat merkezlerinde yönetici, öğretmen yeterlikleri ve öğretimsel hedefler için standartların belirlenmesi( Defining standards for principal, teacher competencies and instructional objectives in science and arts centers). Journal of Gifted Education Research, 2(2), 86-104
Tomlinson, C. A., & Allan, S. D. (2000). Leadership for differentiating schools and classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tortop, H. S., & Ersoy, B. (2015). Üstün yetenekli öğrenciler ve eğitimleri seçmeli dersinin öğretmen adaylarına katkısının incelenmesi (Examination of the contribution of the elective course "Gifted students and their education" to teacher candidates). Journal of Gifted Education and Creativity, 2(2), 1-9
Tortop, H. S. (2014). Gifted students’ views about first stage of the education program for the gifted students’ bridge with university (EPGBU). Turkish Online Journal of Distance Education-TOJDE, 15(2), Article 5.
Tortop, H.S. (2012). Öğretmenler için üstün yeteneklilerin eğitimine ilişkin tutum ölçeği adaptasyon çalışması(Adaptation study of the attitude scale towards gifted education). Erzincan University Journal of Graduate School of Social Sciences, 5(1), 89-106.
Tortop, H.S. (2014a). Öğretmenler için üstün yeteneklilerin eğitimine ilişkin tutum ölçeği türkiye için uyarlama çalışmasının yeniden gözden geçirilmesi(Revising of the validity and reliability of Turkish version of the attitude scale towards gifted education for teacher). Journal of Gifted Education Research, 2(2), 63-71.
Tortop, H.S. (2014b). Examining the effectiveness of the in-service training program for the education of the academically gifted students in Turkey: A case study. Journal for the Education of the Young Scientist and Giftedness, 2(2), 67-86.
Tortop, H.S., & Kunt, K. (2012) İlköğretim öğretmenlerinin üstün yeteneklilerin eğitimine ilişkin tutumlarının incelenmesi (Investigation of primary school teachers' attitudes towards gifted education). International Online Journal of Educational Sciences, 5(2), 441-451.
Troxclair, D.A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35(1), 58-64.
Yıldırım, H. İ., & Öz, A. Ş. (2018). Öğretmen adaylarının özel yeteneklilerin eğitimine ilişkin tutumlarının incelenmesi(An investigation of prospective teachers’ attitudes towards the education of gifted children) . The Journal of National Education, Education of the Gifted and Talented, 91-108