Research Article
BibTex RIS Cite

Year 2025, Volume: 12 Issue: 1, 70 - 91

Mine Topçu Osman Aktan

https://doi.org/10.30900/kafkasegt.1533469

Abstract

References

  • Adeoye, M. A., Prastikawati, E. F., & Abimbowo, Y. O. (2024). Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education. Journal of Nonformal Education, 10(1), 10-21.
  • Akar, İ. (2020). Consensus on the competencies for a classroom teacher to support gifted students in the regular classroom: A Delphi study. International Journal of Progressive Education, 16(1), 67-83. https://doi.org/10.29329/ijpe.2020.228.6
  • Akar, İ. (2021). Competencies for a classroom teacher to support gifted students in the regular classroom: A qualitative research. Kastamonu Education Journal, 29(2), 460-479. https://doi.org/10.24106/kefdergi.813339
  • Aktan, O., & Budak, Y. (2021). Kaynaştırma eğitimi uygulamalarında matematik dersinde takım destekli bireyselleştirme tekniğinin kullanılmasına yönelik öğretmen görüşlerinin değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 53(53), 69-96. https://doi.org/10.15285/maruaebd.732256
  • Albarra Shidiq, G., Promkaew, S., & Faikhamta, C. (2022). Trends of competencies in teacher education from 2015 to 2020: A systematic review analysis. Kasetsart Journal of Social Sciences, 43(1), 257-264. Al-Dababneh, K. A., & Al-Zboon, E. K. (2017). Can teachers' self-reported characteristics and beliefs about creativity predict their perception of their creativity practices in the classroom. International Journal of Special Education, 32(4), 723-745. https://eric.ed.gov/?id=EJ1184189
  • Altintas, E., & Özdemir, A. S. (2015). The effect of differentiation approach developed on creativity of gifted students: Cognitive and affective factors. Educational research and reviews, 10(8), 1191-1201. https://doi.org/10.5897/ERR2015.2147
  • Arnon, S. & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464. https://doi.org/10.1080/13540600701561653.
  • Bertschy, F., Kinzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5 (12), 5067-5080. https://doi.org/10.3390/su5125067.
  • Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation?. Qualitative health research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
  • Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality oftheir teachers and instructional quality. In T. Nilsen & J.-E. Gustafsson (Eds.),Teacher quality, instructional quality and student outcomes. IEA Research for Education 2 (pp. 21–50). Springer. https://doi.org/10.1007/978-3-319-41252-8
  • Brown, K., & Seymour, D. (2021). Developing research skills in gifted learners. In Methods and materials for teaching the gifted (pp. 379-412). Routledge.
  • Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education (Online), 43(3), 93-108. https://doi.org/10.3316/ielapa.477704875153194
  • Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52(1), 137-167. https://doi.org/10.3102/0002831214549448
  • Candela, A. G. (2019). Exploring the function of member checking. The qualitative report, 24(3), 619-628. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss3/14
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197-202. https://doi.org/10.1080/02783190109554098.
  • Chan, D. W. (2011). Characteristics and competencies of teachers of gifted learners: The Hong Kong student perspective. Roeper Review, 33(3), 160-169.https://doi.org/10.1080/02783193.2011.580499
  • Chan, S., & Yuen, M. (2014). Creativity beliefs, creative personality and creativity-fostering practices of gifted education teachers and regular class teachers in Hong Kong. Thinking Skills and Creativity, 14, 109-118. https://doi.org/10.1016/j.tsc.2014.10.003
  • Cheung, H. Y., & Hui, S. K. F. (2011). Competencies and characteristics for teaching gifted students: A comparative study of Beijing and Hong Kong teachers. Gifted Child Quarterly, 55(2), 139-148.https://doi.org/10.1177/0016986210397832
  • Chu, S. (2008). Grade 4 students’ development of research skills through inquiry-based learning projects. School Libraries Worldwide, 14(1), 10-37. https://doi.org/10.29173/slw6775
  • Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
  • Cotabish, A., & Robinson, A. (2012). The effects of peer coaching on the evaluation knowledge, skills, and concerns of gifted program administrators. Gifted Child Quarterly, 56(3), 160-170. https://doi.org/10.1177/0016986212446861
  • čotar Konrad, S., & Kukanja Gabrıjelčıč, M. (2015). Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia. Journal for the Education of Gifted Young Scientists, 3(2), 65-78. https://doi.org/10.1177/0016986212446861
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
  • Croft, L. (2021). Rural teachers of the gifted: The importance of professional development. In Serving gifted students in rural settings (pp. 341-362). Routledge.
  • Danisman, S., Güler, M., & Karadag, E. (2019). The effect of teacher characteristics on student achievement: A meta-analysis study. Croatian Journal of Education, 21 (4), 1367–1398. https://doi.org/10.15516/cje.v21i4.3322
  • Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. National Academy Press
  • Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91. https://doi.org/10.3102/0013189X16639597
  • David, H. (2018). Problems and Challenges of the Gifted Adolescent: School-Related Problems of the Gifted Adolescent. Online Submission, 2(2), 113-131. De Boer, G. C., Minnaert, A. E., & Kamphof, G. (2013). Gifted education in the Netherlands. Journal for the Education of the Gifted, 36(1), 133-150.https://doi.org/10.1177/0162353212471622
  • De Boer, G. C., Opdenakker, M.-C. J. L., & Minnaert, A. E. M. G. (2018). Teacher strategies to motivate gifted students: A multiple case study on teacher behavior. In M. K. Gabrijelčič, & M. S. Željeznov (Eds.), Teaching gifted and talented children in a new educational era (pp. 75-98). University of Primorska.
  • Ekiz, D. (2020). Bilimsel Araştırma Yöntemleri: Yaklaşım, Yöntem ve Teknikler. (Gözden Geçirilmiş 6. Baskı). Anı. Erişti, S. D. (2012). Üstün yetenekli öğrencilerin görsel anlatımlarında geleceğin dünyasına ve teknolojisine ilişkin algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 2(2), 102-117.
  • Florence, A. F., Olubunmi, A. V., & Esther, J. F. (2022). Communication skills and its influence on teacher effectiveness. Universal Journal of Educational Research, 10(3), 240-245. https://doi.org/10.13189/ujer.2022.100306
  • Ford, D. Y., & Trotman, M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • Fraser-Seeto, K. (2013). Pre-service teacher training in gifted and talented education: An Australian perspective. Journal of Student Engagement: Education Matters, 3(1), 29-38. http://ro.uow.edu.au/jseem/vol3/iss1/5
  • Freeman, J. (2001). Mentoring gifted pupils: an international view. Educating Able Children, 5, 6-12. https://joanfreeman.com/pdf/Mentoring_Educ_Able_01.pdf
  • Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20 (11), 1772–1789. https://doi.org/10.46743/2160-3715/2015.2373
  • Gentry, M., Steenbergen-Hu, S., & Choi, B. Y. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55(2), 111-125. https://doi.org/10.1177/0016986210397830
  • Gómez-Arizaga, M. P., Conejeros-Solar, M. L., & Martin, A. (2016). How good is good enough? A community-based assessment of teacher competencies for gifted students. SAGE Open, Special Issue (October-December 2016), 1-14. https://doi.org/10.1177/2158244016680687
  • Goodwin, A. L. (2021). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5-19. https://doi.org/10.1080/02619768.2020.1833855
  • Gralewski, J., & Karwowski, M. (2018). Are teachers' implicit theories of creativity related to the recognition of their students' creativity?. The Journal of Creative Behavior, 52(2), 156-167. https://doi.org/10.1002/jocb.140
  • Grassinger, R., Porath, M., & Ziegler, A. (2010). Mentoring the gifted: A conceptual analysis. High Ability Studies, 21(1), 27-46. https://doi.org/10.1080/13598139.2010.488087
  • Greene, M. J. (2005). Teacher as counselor: enhancing the social, emotional, and career development of gifted and talented students in the classroom. Gifted Education International, 19(3), 226-235. https://doi.org/10.1177/026142940501900305.
  • Gross, M. (2003). All gifts are equal but some gifts are more equal than others. Understanding Our Gifted, 15(2), 8-12. https://www.ourgifted.com/Journals/UOG15-2.pdf#page=9.
  • Gotlieb, R., Hyde, E., Immordino‐Yang, M. H., & Kaufman, S. B. (2016). Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31. https://doi.org/10.1111/nyas.13165
  • Haıdarı, S. M., Karakuş, F., & Koçoğlu, A. (2020). Teacher and student perspectives on safe learning climate in gifted education. Journal of Theoretical Educational Science, 13(2), 311-333. https://doi.org/10.30831/akukeg.581632
  • Hansen, J. B., & Toso, S. J. (2007). Gifted dropouts: Personality, family, social, and school factors. Gifted Child Today, 30, 30–41. https://doi.org/10.4219/gct-2007-488
  • Heath, W. J. (1997). What are the most effective characteristics of teachers of the gifted? https://files.eric.ed.gov/fulltext/ED411665.pdf
  • Hess, M. (2021). Social and Emotional Curriculum for Gifted Students: Grade 3, Project-Based Learning Lessons That Build Critical Thinking, Emotional Intelligence, and Social Skills. Routledge. https://doi.org/10.4324/9781003238003.
  • Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and motivational characteristics of elementary teachers in general education classrooms and in gifted programs. Gifted child quarterly, 55(4), 250-264. https://doi.org/10.1177/0016986211418107
  • Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358. https://doi.org/10.1111/j.1470-6431.2005.00445.x
  • Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, (2020), 1-13. https://doi.org/10.1016/j.lindif.2020.101871
  • Hoth, J., Kaiser, G., Busse, A., Doehrmann, M., Koenig, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM Mathematics Education, 49, 107-120.https://doi.org/10.1007/s11858-016-0817-5
  • İlğan, A. (2021). Öğretmenlerin mesleki gelişimi üzerine kavramsal bir çerçeve ve Türk eğitim sistemi için çıkarımlar. Yaşadıkça Eğitim, 35(1), 256-280.https://doi.org/10.33308/26674874.2021351225
  • Kesner, J. E. (2005). Gifted Children's Relationships with Teachers. International Education Journal, 6(2), 218-223. https://eric.ed.gov/?id=EJ854973
  • Kalobo, B. L., & Setlalentoa, W. (2024). Navigating Challenges in Gifted Education: A Teacher's Perspective on Overcoming Barriers. Athens Journal of Education, 11, 1-20. https://doi.org/10.30958/aje.X-Y-Z
  • Khalil, M., & Accariya, Z. (2016). Identifying “good” teachers for gifted students. Creative Education, 7(3), 407-418. https://doi.org/10.4236/ce.2016.73040
  • Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4), 1635-1650. https://doi.org/10.1007/s12144-018-0064-8
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Efects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583
  • Lee, I. R., & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94.https://doi.org/10.1080/10400419.2014.873668
  • Lee, L. E., Meyer, M. S., & Crutchfield, K. (2021). Gifted classroom environments and the creative process: A systematic review. Journal for the Education of the Gifted, 44(2), 107-148. https://doi.org/10.1177/01623532211001450.
  • Levent, F. (2016). Üstün yeteneklilerin eğitiminde mentorluk programı: Uluslararası bağlamda bir inceleme. Çocuk ve Medeniyet Dergisi, 1(1), 29-48.
  • Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions For Evaluation, 30, 73-84. https://doi.org/10.1002/ev.1427
  • Litster, K., & Roberts, J. (2011). The self‐concepts and perceived competencies of gifted and non‐gifted students: A meta‐analysis. Journal of Research in Special Educational Needs, 11(2), 130-140. https://doi.org/10.1111/j.1471-3802.2010.01166.x
  • Little, C. A., Kearney, K. L., & Britner, P. A. (2010). Students' self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescents. Roeper Review, 32(3), 189-199. https://doi.org/10.1080/02783193.2010.485307
  • Lopez-Martin, E., Gutierrez-de-Rozas, Gonzalez-Benito, A. M., & Exposito-Cases, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic environment. International Journal of Education Research, 120, 102199. https://doi.org/ 10.1016/j.ijer.2023.102199
  • Makkonen, T., Tirri, K., & Lavonen, J. (2021). Engagement in learning physics through project-based learning: A case study of gifted Finnish upper-secondary-level students. Journal of Advanced Academics, 32(4), 501-532 https://doi.org/10.1177/1932202X211018644
  • Matthews, D. J., & Foster, J. F. (2005). A dynamic scaffolding model of teacher devel-opment: The gifted education consultant as catalyst for change. Gifted Child Quarterly, 49(2), 222–230. https://doi.org/10.1177/001698620504900304
  • Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160.https://doi.org/10.1080/15332276.2018.1537685
  • Matthews, D., Foster, J., Gladstone, D., Schieck, J., & Meiners, J. (2007). Supporting professionalism, diversity, and context within a collaborative approach to gifted education. Journal of Educational and Psychological Consultation, 17(4), 315-345. https://doi.org/10.1080/10474410701634161
  • Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education. Examples of methodology and methods (pp. 365–380). Springer
  • MEB. (2017). Öğretmenlik mesleği genel yeterlilikleri. Öğretmen Yetiştirime ve Geliştirme Genel Müdürlüğü. Ankara.
  • MEB. (2018). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Yayınları.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey Bass.
  • Miles, M. B., & Huberman, A. M. (2015). Genişletilmiş bir kaynak kitap: Nitel veri analizi (S. Akbaba Altun ve A. Ersoy, Çeviri Editörleri). Pegem.
  • Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47(4), 272-281. https://doi.org/10.1177/001698620304700404.
  • Mofield, E., & Phelps, V. (2021). Collaboration, coteaching, and coaching in gifted education: Sharing strategies to support gifted learners. Routledge. NAGC/CEC-TAG. (2006). NAGC-CEC teacher knowledge and skill standards for gifted and talented education. Retrieved from http://www.nagc.org/index2.aspx?id=1862
  • Nelson, K. C., & Prindle, N. (1992). Gifted teacher competencies: Ratings by rural principals and teachers compared. Journal for the Education of the Gifted, 15(4), 357-369.https://doi.org/10.1177/016235329201500405
  • Neumeister, K. L. S., Adams, C. M., Pierce, R. L., Cassady, J. C., & Dixon, F. A. (2007). Fourth-grade teachers' perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 30(4), 479-499. https://doi.org/10.4219/jeg-2007-503
  • OECD. (2010) . The high cost of low educational performance: The long-run economic impact of improving pisa outcomes. OECD Publishing.
  • Oliver-Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in Qualitative Educational Research. Journal of College Science Teaching, 35(4), 42–47
  • Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.https://doi.org/10.1177/0016986214526430
  • Paine, L., Bloemeke, S., & Aydarova, O. (2016). Teachers and teaching in the context of globalization. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of Research on Teaching (5th Ed.), (Pp. 717–786). Washington, D.C.: AERA.
  • Papadopoulos, D. (2021). Parenting the exceptional social-emotional needs of gifted and talented children: What do we know?. Children, 8(11), 1-15. https://doi.org/10.3390/children8110953
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün & S.B. Demir). Pegem.
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High ability studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Piske, F. H. R., Stoltz, T., Guérios, E., De Camargo, D., Vestena, C. L. B., De Freitas, S. P., ... & Santinello, J. (2017). The Importance of Teacher Training for Development of Gifted Students' Creativity: Contributions of Vygotsky. Online Submission, 8(1), 131-141. http://dx.doi.org/10.4236/ce.2017.81011
  • Poulos, V., & Jung, J. Y. (2024). Factors that influence the motivation for teachers to differentiate curriculum for gifted students. Australasian Journal of Gifted Education, 33(1), 23-41.
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Prufrock Press Inc.
  • Sternberg, R. J., & Ambrose, D. (Eds.). (2021). Conceptions of giftedness and talent. Palgrave Macmillan.
  • Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–356). Palgrave-Macmillan.
  • Renzulli, J., Beghetto, R., Brandon, L., & Karwowski, M. (2022). Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools. Gifted Education International, 38(2), 174-193. https://doi.org/10.1177/02614294211042333
  • Ritchotte, J. A., & Zaghlawan, H. Y. (2019). Coaching parents to use higher level questioning with their twice-exceptional children. Gifted Child Quarterly, 63(2), 86-101. https://doi.org/10.1177/0016986218817042
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382 – 396. https://doi.org/10.1177/0016986207306324
  • Rone, N., Guao, N. A., Jariol, M., Acedillo, N., Balinton, K., & Francisco, J. (2023). Students’ Lack of Interest, Motivation in Learning, and Classroom Participation: How to Motivate Them?. Psychology and Education: A Multidisciplinary Journal, 7(8), 636-646. https://doi.org/10.5281/zenodo.7749977
  • Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. Australasian Journal of Gifted Education, 21(2), 75-80.
  • Saadu, U. T., Obafemi, K. E., & Oluwakemi, A. C. (2024). Primary School Teachers’ Competence Level in The Early Identification of Gifted Children. Indonesian Journal of Community and Special Needs Education, 4(1), 1-10.
  • Shaughnessy, M. F., & Senior, J. (2022). Teachers of gifted children: the essential core competencies. Journal of Gifted Education and Creativity, 9(2), 219-225.
  • Sak, U. (2020). Üstün Yeteneklilerin Eğitiminde Modeller ve Stratejiler [Models and Strategies in the Education of Gifted Children]. Pegem.
  • Sayi, A. K. (2018). Teachers' Views about the Teacher Training Program for Gifted Education. Journal of Education and learning, 7(4), 262-273. https://doi.org/10.5539/ijel.v8n5p262.
  • Shabani, Y., & Atanasoska, T. (2021). The role of the teacher in idenfiying the talented and gifted children. Воспитание/Vospitanie-Journal of Educational Sciences, Theory and Practice, 16(2), 70-80. https://doi.org/10.46763/JESPT21162070a
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
  • Smeets, K., Rohaan, E., Peijnenburg, J., Samsen-Bronsveld, E., & Bakx, A. (2023). Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands. Gifted and Talented International, 38(2), 91-106.https://doi.org/10.1080/15332276.2023.2237553
  • Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
  • Stake, R. E. (1995).The art of case study research. Sage.
  • Sypré, S., Waterschoot, J., Soenens, B., Verschueren, K., & Vansteenkiste, M. (2023). Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness. European Journal of Psychology of Education, 39, 999–1025. https://doi.org/10.1007/s10212-023-00716-2
  • Şahin, F. (2015). Üstün zekalı ve üstün yetenekli öğrencilerin eğitimi. Pegem.
  • Şişman, M. & Acat, M. B. (2003). Öğretmenlik uygulaması çalışmalarının öğretmenlik mesleğinin algılanmasındaki etkisi [The impact of teaching practice studies on the perception of the teaching profession]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13 (2), 235–250.
  • Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in south Sulawesi, Indonesia. Journal of curriculum and teaching, 3(2), 25-42. http://dx.doi.org/10.5430/jct.v3n2p25
  • VanTassel-Baska, J. & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. https://doi.org/10.1207/s15430421tip4403_5.
  • VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51(2), 182-205.https://doi.org/10.1177/0016986207299880
  • VanTassel-Baska, J. (2019). Are we differentiating effectively for the gifted or not? A commentary on differentiated curriculum use in schools. Gifted Child Today, 42(3), 165-167. https://doi.org/10.1177/1076217519842626
  • VanTassel-Baska, J., & Baska, A. (2021). Curriculum planning and instructional design for gifted learners. Routledge.
  • VanTassel-Baska, J., Hubbard, G. F., & Robbins, J. I. (2021). Differentiation of instruction for gifted learners: Collated evaluative studies of teacher classroom practices. Handbook of giftedness and talent development in the Asia-Pacific, 945-979. https://doi.org/10.1007/978-981-13-3041-4_45
  • Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68. https://doi.org/10.1177/0016986213513795
  • Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
  • Webb, J. T., Gore, J. L., Amend, E. R. & DeVries, A. R. (2016). Özel Yetenekli Çocuklar Uzmanlar ve Aileler İçin El Kitabı (Çev. Bahar Uyaroğlu &Burcu Bülbün Aktı). Anı Yayıncılık
  • West Keur, R. A. (2019). Teacher expertise: Informing research and development in gifted education. Gifted Child Today, 42(2), 91-95. https://doi.org/10.1177/1076217518825384
  • Wendel, R., & Heiser, S. (1989). Effective instructional characteristics of teachers of junior high school gifted students. Roeper Review, 11(3), 151-153. https://doi.org/10.1080/02783198909553192.
  • Yang, W., & Siegle, D. (2006). Curriculum compacting: The best way to bridge the education of school-house giftedness and creative/productive giftedness in China. Gifted Education International, 22(1), 101-107. https://doi.org/10.1177/026142940602200113
  • Yıldırım, A. & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.

Professional Competencies for the Education of Gifted Students

Year 2025, Volume: 12 Issue: 1, 70 - 91

Mine Topçu Osman Aktan

https://doi.org/10.30900/kafkasegt.1533469

Abstract

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

Keywords

Gifted education of the gifted teacher teacher professional competencies.

Ethical Statement

In this study, we declare that the rules stated in the "Higher Education Institutions Scientific Research and Publication Ethics Directive" are complied with and that we do not take any of the actions based on "Actions Against Scientific Research and Publication Ethics". At the same time, we declare that there is no conflict of interest between the authors, which all authors contribute to the study, and that all the responsibility belongs to the article authors in case of all ethical violations.

References

  • Adeoye, M. A., Prastikawati, E. F., & Abimbowo, Y. O. (2024). Empowering Learning: Pedagogical Strategies for Advancing 21st Century Skills and Quality Education. Journal of Nonformal Education, 10(1), 10-21.
  • Akar, İ. (2020). Consensus on the competencies for a classroom teacher to support gifted students in the regular classroom: A Delphi study. International Journal of Progressive Education, 16(1), 67-83. https://doi.org/10.29329/ijpe.2020.228.6
  • Akar, İ. (2021). Competencies for a classroom teacher to support gifted students in the regular classroom: A qualitative research. Kastamonu Education Journal, 29(2), 460-479. https://doi.org/10.24106/kefdergi.813339
  • Aktan, O., & Budak, Y. (2021). Kaynaştırma eğitimi uygulamalarında matematik dersinde takım destekli bireyselleştirme tekniğinin kullanılmasına yönelik öğretmen görüşlerinin değerlendirilmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 53(53), 69-96. https://doi.org/10.15285/maruaebd.732256
  • Albarra Shidiq, G., Promkaew, S., & Faikhamta, C. (2022). Trends of competencies in teacher education from 2015 to 2020: A systematic review analysis. Kasetsart Journal of Social Sciences, 43(1), 257-264. Al-Dababneh, K. A., & Al-Zboon, E. K. (2017). Can teachers' self-reported characteristics and beliefs about creativity predict their perception of their creativity practices in the classroom. International Journal of Special Education, 32(4), 723-745. https://eric.ed.gov/?id=EJ1184189
  • Altintas, E., & Özdemir, A. S. (2015). The effect of differentiation approach developed on creativity of gifted students: Cognitive and affective factors. Educational research and reviews, 10(8), 1191-1201. https://doi.org/10.5897/ERR2015.2147
  • Arnon, S. & Reichel, N. (2007). Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers. Teachers and Teaching: Theory and Practice, 13(5), 441-464. https://doi.org/10.1080/13540600701561653.
  • Bertschy, F., Kinzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5 (12), 5067-5080. https://doi.org/10.3390/su5125067.
  • Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation?. Qualitative health research, 26(13), 1802-1811. https://doi.org/10.1177/1049732316654870
  • Blömeke, S., Olsen, R. V., & Suhl, U. (2016). Relation of student achievement to the quality oftheir teachers and instructional quality. In T. Nilsen & J.-E. Gustafsson (Eds.),Teacher quality, instructional quality and student outcomes. IEA Research for Education 2 (pp. 21–50). Springer. https://doi.org/10.1007/978-3-319-41252-8
  • Brown, K., & Seymour, D. (2021). Developing research skills in gifted learners. In Methods and materials for teaching the gifted (pp. 379-412). Routledge.
  • Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education (Online), 43(3), 93-108. https://doi.org/10.3316/ielapa.477704875153194
  • Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in gifted education: Documenting the effects of an integrated curricular/instructional model for gifted students. American Educational Research Journal, 52(1), 137-167. https://doi.org/10.3102/0002831214549448
  • Candela, A. G. (2019). Exploring the function of member checking. The qualitative report, 24(3), 619-628. Retrieved from https://nsuworks.nova.edu/tqr/vol24/iss3/14
  • Chan, D. W. (2001). Characteristics and competencies of teachers of gifted learners: The Hong Kong teacher perspective. Roeper Review, 23(4), 197-202. https://doi.org/10.1080/02783190109554098.
  • Chan, D. W. (2011). Characteristics and competencies of teachers of gifted learners: The Hong Kong student perspective. Roeper Review, 33(3), 160-169.https://doi.org/10.1080/02783193.2011.580499
  • Chan, S., & Yuen, M. (2014). Creativity beliefs, creative personality and creativity-fostering practices of gifted education teachers and regular class teachers in Hong Kong. Thinking Skills and Creativity, 14, 109-118. https://doi.org/10.1016/j.tsc.2014.10.003
  • Cheung, H. Y., & Hui, S. K. F. (2011). Competencies and characteristics for teaching gifted students: A comparative study of Beijing and Hong Kong teachers. Gifted Child Quarterly, 55(2), 139-148.https://doi.org/10.1177/0016986210397832
  • Chu, S. (2008). Grade 4 students’ development of research skills through inquiry-based learning projects. School Libraries Worldwide, 14(1), 10-37. https://doi.org/10.29173/slw6775
  • Coleman, L. J., & Cross, T. L. (2021). Being gifted in school: An introduction to development, guidance, and teaching. Routledge.
  • Cotabish, A., & Robinson, A. (2012). The effects of peer coaching on the evaluation knowledge, skills, and concerns of gifted program administrators. Gifted Child Quarterly, 56(3), 160-170. https://doi.org/10.1177/0016986212446861
  • čotar Konrad, S., & Kukanja Gabrıjelčıč, M. (2015). Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia. Journal for the Education of Gifted Young Scientists, 3(2), 65-78. https://doi.org/10.1177/0016986212446861
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage.
  • Croft, L. (2021). Rural teachers of the gifted: The importance of professional development. In Serving gifted students in rural settings (pp. 341-362). Routledge.
  • Danisman, S., Güler, M., & Karadag, E. (2019). The effect of teacher characteristics on student achievement: A meta-analysis study. Croatian Journal of Education, 21 (4), 1367–1398. https://doi.org/10.15516/cje.v21i4.3322
  • Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. National Academy Press
  • Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83-91. https://doi.org/10.3102/0013189X16639597
  • David, H. (2018). Problems and Challenges of the Gifted Adolescent: School-Related Problems of the Gifted Adolescent. Online Submission, 2(2), 113-131. De Boer, G. C., Minnaert, A. E., & Kamphof, G. (2013). Gifted education in the Netherlands. Journal for the Education of the Gifted, 36(1), 133-150.https://doi.org/10.1177/0162353212471622
  • De Boer, G. C., Opdenakker, M.-C. J. L., & Minnaert, A. E. M. G. (2018). Teacher strategies to motivate gifted students: A multiple case study on teacher behavior. In M. K. Gabrijelčič, & M. S. Željeznov (Eds.), Teaching gifted and talented children in a new educational era (pp. 75-98). University of Primorska.
  • Ekiz, D. (2020). Bilimsel Araştırma Yöntemleri: Yaklaşım, Yöntem ve Teknikler. (Gözden Geçirilmiş 6. Baskı). Anı. Erişti, S. D. (2012). Üstün yetenekli öğrencilerin görsel anlatımlarında geleceğin dünyasına ve teknolojisine ilişkin algıları. Türk Üstün Zekâ ve Eğitim Dergisi, 2(2), 102-117.
  • Florence, A. F., Olubunmi, A. V., & Esther, J. F. (2022). Communication skills and its influence on teacher effectiveness. Universal Journal of Educational Research, 10(3), 240-245. https://doi.org/10.13189/ujer.2022.100306
  • Ford, D. Y., & Trotman, M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. https://doi.org/10.1080/02783190109554111
  • Fraser-Seeto, K. (2013). Pre-service teacher training in gifted and talented education: An Australian perspective. Journal of Student Engagement: Education Matters, 3(1), 29-38. http://ro.uow.edu.au/jseem/vol3/iss1/5
  • Freeman, J. (2001). Mentoring gifted pupils: an international view. Educating Able Children, 5, 6-12. https://joanfreeman.com/pdf/Mentoring_Educ_Able_01.pdf
  • Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative research: Insights from an overview of the methods literature. The Qualitative Report, 20 (11), 1772–1789. https://doi.org/10.46743/2160-3715/2015.2373
  • Gentry, M., Steenbergen-Hu, S., & Choi, B. Y. (2011). Student-identified exemplary teachers: Insights from talented teachers. Gifted Child Quarterly, 55(2), 111-125. https://doi.org/10.1177/0016986210397830
  • Gómez-Arizaga, M. P., Conejeros-Solar, M. L., & Martin, A. (2016). How good is good enough? A community-based assessment of teacher competencies for gifted students. SAGE Open, Special Issue (October-December 2016), 1-14. https://doi.org/10.1177/2158244016680687
  • Goodwin, A. L. (2021). Teaching standards, globalisation, and conceptions of teacher professionalism. European Journal of Teacher Education, 44(1), 5-19. https://doi.org/10.1080/02619768.2020.1833855
  • Gralewski, J., & Karwowski, M. (2018). Are teachers' implicit theories of creativity related to the recognition of their students' creativity?. The Journal of Creative Behavior, 52(2), 156-167. https://doi.org/10.1002/jocb.140
  • Grassinger, R., Porath, M., & Ziegler, A. (2010). Mentoring the gifted: A conceptual analysis. High Ability Studies, 21(1), 27-46. https://doi.org/10.1080/13598139.2010.488087
  • Greene, M. J. (2005). Teacher as counselor: enhancing the social, emotional, and career development of gifted and talented students in the classroom. Gifted Education International, 19(3), 226-235. https://doi.org/10.1177/026142940501900305.
  • Gross, M. (2003). All gifts are equal but some gifts are more equal than others. Understanding Our Gifted, 15(2), 8-12. https://www.ourgifted.com/Journals/UOG15-2.pdf#page=9.
  • Gotlieb, R., Hyde, E., Immordino‐Yang, M. H., & Kaufman, S. B. (2016). Cultivating the social–emotional imagination in gifted education: insights from educational neuroscience. Annals of the New York Academy of Sciences, 1377(1), 22-31. https://doi.org/10.1111/nyas.13165
  • Haıdarı, S. M., Karakuş, F., & Koçoğlu, A. (2020). Teacher and student perspectives on safe learning climate in gifted education. Journal of Theoretical Educational Science, 13(2), 311-333. https://doi.org/10.30831/akukeg.581632
  • Hansen, J. B., & Toso, S. J. (2007). Gifted dropouts: Personality, family, social, and school factors. Gifted Child Today, 30, 30–41. https://doi.org/10.4219/gct-2007-488
  • Heath, W. J. (1997). What are the most effective characteristics of teachers of the gifted? https://files.eric.ed.gov/fulltext/ED411665.pdf
  • Hess, M. (2021). Social and Emotional Curriculum for Gifted Students: Grade 3, Project-Based Learning Lessons That Build Critical Thinking, Emotional Intelligence, and Social Skills. Routledge. https://doi.org/10.4324/9781003238003.
  • Hong, E., Greene, M., & Hartzell, S. (2011). Cognitive and motivational characteristics of elementary teachers in general education classrooms and in gifted programs. Gifted child quarterly, 55(4), 250-264. https://doi.org/10.1177/0016986211418107
  • Horng, J. S., Hong, J. C., ChanLin, L. J., Chang, S. H., & Chu, H. C. (2005). Creative teachers and creative teaching strategies. International Journal of Consumer Studies, 29(4), 352-358. https://doi.org/10.1111/j.1470-6431.2005.00445.x
  • Hornstra, L., Bakx, A., Mathijssen, S., & Denissen, J. J. (2020). Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective. Learning and Individual Differences, 80, (2020), 1-13. https://doi.org/10.1016/j.lindif.2020.101871
  • Hoth, J., Kaiser, G., Busse, A., Doehrmann, M., Koenig, J., & Blömeke, S. (2017). Professional competences of teachers for fostering creativity and supporting high-achieving students. ZDM Mathematics Education, 49, 107-120.https://doi.org/10.1007/s11858-016-0817-5
  • İlğan, A. (2021). Öğretmenlerin mesleki gelişimi üzerine kavramsal bir çerçeve ve Türk eğitim sistemi için çıkarımlar. Yaşadıkça Eğitim, 35(1), 256-280.https://doi.org/10.33308/26674874.2021351225
  • Kesner, J. E. (2005). Gifted Children's Relationships with Teachers. International Education Journal, 6(2), 218-223. https://eric.ed.gov/?id=EJ854973
  • Kalobo, B. L., & Setlalentoa, W. (2024). Navigating Challenges in Gifted Education: A Teacher's Perspective on Overcoming Barriers. Athens Journal of Education, 11, 1-20. https://doi.org/10.30958/aje.X-Y-Z
  • Khalil, M., & Accariya, Z. (2016). Identifying “good” teachers for gifted students. Creative Education, 7(3), 407-418. https://doi.org/10.4236/ce.2016.73040
  • Khalilzadeh, S., & Khodi, A. (2021). Teachers’ personality traits and students’ motivation: A structural equation modeling analysis. Current Psychology, 40(4), 1635-1650. https://doi.org/10.1007/s12144-018-0064-8
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational research review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
  • Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Efects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583
  • Lee, I. R., & Kemple, K. (2014). Preservice teachers' personality traits and engagement in creative activities as predictors of their support for children's creativity. Creativity Research Journal, 26(1), 82-94.https://doi.org/10.1080/10400419.2014.873668
  • Lee, L. E., Meyer, M. S., & Crutchfield, K. (2021). Gifted classroom environments and the creative process: A systematic review. Journal for the Education of the Gifted, 44(2), 107-148. https://doi.org/10.1177/01623532211001450.
  • Levent, F. (2016). Üstün yeteneklilerin eğitiminde mentorluk programı: Uluslararası bağlamda bir inceleme. Çocuk ve Medeniyet Dergisi, 1(1), 29-48.
  • Liakopoulou, M. (2011). The Professional Competence of Teachers: Which qualities, attitudes, skills and knowledge contribute to a teacher’s effectiveness. International Journal of Humanities and Social Science, 1(21), 66-78.
  • Lincoln, Y. S., & Guba, E. G. (1986). But is it rigorous? Trustworthiness and authenticity in naturalistic evaluation. New Directions For Evaluation, 30, 73-84. https://doi.org/10.1002/ev.1427
  • Litster, K., & Roberts, J. (2011). The self‐concepts and perceived competencies of gifted and non‐gifted students: A meta‐analysis. Journal of Research in Special Educational Needs, 11(2), 130-140. https://doi.org/10.1111/j.1471-3802.2010.01166.x
  • Little, C. A., Kearney, K. L., & Britner, P. A. (2010). Students' self-concept and perceptions of mentoring relationships in a summer mentorship program for talented adolescents. Roeper Review, 32(3), 189-199. https://doi.org/10.1080/02783193.2010.485307
  • Lopez-Martin, E., Gutierrez-de-Rozas, Gonzalez-Benito, A. M., & Exposito-Cases, E. (2023). Why do teachers matter? A meta-analytic review of how teacher characteristics and competencies affect students’ academic environment. International Journal of Education Research, 120, 102199. https://doi.org/ 10.1016/j.ijer.2023.102199
  • Makkonen, T., Tirri, K., & Lavonen, J. (2021). Engagement in learning physics through project-based learning: A case study of gifted Finnish upper-secondary-level students. Journal of Advanced Academics, 32(4), 501-532 https://doi.org/10.1177/1932202X211018644
  • Matthews, D. J., & Foster, J. F. (2005). A dynamic scaffolding model of teacher devel-opment: The gifted education consultant as catalyst for change. Gifted Child Quarterly, 49(2), 222–230. https://doi.org/10.1177/001698620504900304
  • Matheis, S., Kronborg, L., Schmitt, M., & Preckel, F. (2017). Threat or challenge? Teacher beliefs about gifted students and their relationship to teacher motivation. Gifted and Talented International, 32(2), 134-160.https://doi.org/10.1080/15332276.2018.1537685
  • Matthews, D., Foster, J., Gladstone, D., Schieck, J., & Meiners, J. (2007). Supporting professionalism, diversity, and context within a collaborative approach to gifted education. Journal of Educational and Psychological Consultation, 17(4), 315-345. https://doi.org/10.1080/10474410701634161
  • Mayring, P. (2015). Qualitative content analysis: Theoretical background and procedures. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education. Examples of methodology and methods (pp. 365–380). Springer
  • MEB. (2017). Öğretmenlik mesleği genel yeterlilikleri. Öğretmen Yetiştirime ve Geliştirme Genel Müdürlüğü. Ankara.
  • MEB. (2018). Özel eğitim hizmetleri yönetmeliği. Ankara: MEB Yayınları.
  • Merriam, S. B., & Tisdell, E. J. (2016). Qualitative Research: A Guide to Design and Implementation (4th ed.). Jossey Bass.
  • Miles, M. B., & Huberman, A. M. (2015). Genişletilmiş bir kaynak kitap: Nitel veri analizi (S. Akbaba Altun ve A. Ersoy, Çeviri Editörleri). Pegem.
  • Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47(4), 272-281. https://doi.org/10.1177/001698620304700404.
  • Mofield, E., & Phelps, V. (2021). Collaboration, coteaching, and coaching in gifted education: Sharing strategies to support gifted learners. Routledge. NAGC/CEC-TAG. (2006). NAGC-CEC teacher knowledge and skill standards for gifted and talented education. Retrieved from http://www.nagc.org/index2.aspx?id=1862
  • Nelson, K. C., & Prindle, N. (1992). Gifted teacher competencies: Ratings by rural principals and teachers compared. Journal for the Education of the Gifted, 15(4), 357-369.https://doi.org/10.1177/016235329201500405
  • Neumeister, K. L. S., Adams, C. M., Pierce, R. L., Cassady, J. C., & Dixon, F. A. (2007). Fourth-grade teachers' perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 30(4), 479-499. https://doi.org/10.4219/jeg-2007-503
  • OECD. (2010) . The high cost of low educational performance: The long-run economic impact of improving pisa outcomes. OECD Publishing.
  • Oliver-Hoyo, M., & Allen, D. (2006). The Use of Triangulation Methods in Qualitative Educational Research. Journal of College Science Teaching, 35(4), 42–47
  • Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216.https://doi.org/10.1177/0016986214526430
  • Paine, L., Bloemeke, S., & Aydarova, O. (2016). Teachers and teaching in the context of globalization. In D. H. Gitomer & C. A. Bell (Eds.), Handbook of Research on Teaching (5th Ed.), (Pp. 717–786). Washington, D.C.: AERA.
  • Papadopoulos, D. (2021). Parenting the exceptional social-emotional needs of gifted and talented children: What do we know?. Children, 8(11), 1-15. https://doi.org/10.3390/children8110953
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri (Çev. Ed. M. Bütün & S.B. Demir). Pegem.
  • Phillips, N., & Lindsay, G. (2006). Motivation in gifted students. High ability studies, 17(1), 57-73. https://doi.org/10.1080/13598130600947119
  • Piske, F. H. R., Stoltz, T., Guérios, E., De Camargo, D., Vestena, C. L. B., De Freitas, S. P., ... & Santinello, J. (2017). The Importance of Teacher Training for Development of Gifted Students' Creativity: Contributions of Vygotsky. Online Submission, 8(1), 131-141. http://dx.doi.org/10.4236/ce.2017.81011
  • Poulos, V., & Jung, J. Y. (2024). Factors that influence the motivation for teachers to differentiate curriculum for gifted students. Australasian Journal of Gifted Education, 33(1), 23-41.
  • Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. Prufrock Press Inc.
  • Sternberg, R. J., & Ambrose, D. (Eds.). (2021). Conceptions of giftedness and talent. Palgrave Macmillan.
  • Renzulli, J. S., & Reis, S. M. (2021). The three ring conception of giftedness: A change in direction from being gifted to the development of gifted behaviors. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of giftedness and talent (pp. 335–356). Palgrave-Macmillan.
  • Renzulli, J., Beghetto, R., Brandon, L., & Karwowski, M. (2022). Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools. Gifted Education International, 38(2), 174-193. https://doi.org/10.1177/02614294211042333
  • Ritchotte, J. A., & Zaghlawan, H. Y. (2019). Coaching parents to use higher level questioning with their twice-exceptional children. Gifted Child Quarterly, 63(2), 86-101. https://doi.org/10.1177/0016986218817042
  • Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of the research on educational practice. Gifted Child Quarterly, 51(4), 382 – 396. https://doi.org/10.1177/0016986207306324
  • Rone, N., Guao, N. A., Jariol, M., Acedillo, N., Balinton, K., & Francisco, J. (2023). Students’ Lack of Interest, Motivation in Learning, and Classroom Participation: How to Motivate Them?. Psychology and Education: A Multidisciplinary Journal, 7(8), 636-646. https://doi.org/10.5281/zenodo.7749977
  • Rowley, J. (2012). Professional development needs of teachers to identify and cater for gifted students. Australasian Journal of Gifted Education, 21(2), 75-80.
  • Saadu, U. T., Obafemi, K. E., & Oluwakemi, A. C. (2024). Primary School Teachers’ Competence Level in The Early Identification of Gifted Children. Indonesian Journal of Community and Special Needs Education, 4(1), 1-10.
  • Shaughnessy, M. F., & Senior, J. (2022). Teachers of gifted children: the essential core competencies. Journal of Gifted Education and Creativity, 9(2), 219-225.
  • Sak, U. (2020). Üstün Yeteneklilerin Eğitiminde Modeller ve Stratejiler [Models and Strategies in the Education of Gifted Children]. Pegem.
  • Sayi, A. K. (2018). Teachers' Views about the Teacher Training Program for Gifted Education. Journal of Education and learning, 7(4), 262-273. https://doi.org/10.5539/ijel.v8n5p262.
  • Shabani, Y., & Atanasoska, T. (2021). The role of the teacher in idenfiying the talented and gifted children. Воспитание/Vospitanie-Journal of Educational Sciences, Theory and Practice, 16(2), 70-80. https://doi.org/10.46763/JESPT21162070a
  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for information, 22(2), 63-75.
  • Smeets, K., Rohaan, E., Peijnenburg, J., Samsen-Bronsveld, E., & Bakx, A. (2023). Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands. Gifted and Talented International, 38(2), 91-106.https://doi.org/10.1080/15332276.2023.2237553
  • Stahl, N. A., & King, J. R. (2020). Expanding approaches for research: Understanding and using trustworthiness in qualitative research. Journal of Developmental Education, 44(1), 26-28.
  • Stake, R. E. (1995).The art of case study research. Sage.
  • Sypré, S., Waterschoot, J., Soenens, B., Verschueren, K., & Vansteenkiste, M. (2023). Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness. European Journal of Psychology of Education, 39, 999–1025. https://doi.org/10.1007/s10212-023-00716-2
  • Şahin, F. (2015). Üstün zekalı ve üstün yetenekli öğrencilerin eğitimi. Pegem.
  • Şişman, M. & Acat, M. B. (2003). Öğretmenlik uygulaması çalışmalarının öğretmenlik mesleğinin algılanmasındaki etkisi [The impact of teaching practice studies on the perception of the teaching profession]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 13 (2), 235–250.
  • Tanang, H., & Abu, B. (2014). Teacher professionalism and professional development practices in south Sulawesi, Indonesia. Journal of curriculum and teaching, 3(2), 25-42. http://dx.doi.org/10.5430/jct.v3n2p25
  • VanTassel-Baska, J. & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. https://doi.org/10.1207/s15430421tip4403_5.
  • VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51(2), 182-205.https://doi.org/10.1177/0016986207299880
  • VanTassel-Baska, J. (2019). Are we differentiating effectively for the gifted or not? A commentary on differentiated curriculum use in schools. Gifted Child Today, 42(3), 165-167. https://doi.org/10.1177/1076217519842626
  • VanTassel-Baska, J., & Baska, A. (2021). Curriculum planning and instructional design for gifted learners. Routledge.
  • VanTassel-Baska, J., Hubbard, G. F., & Robbins, J. I. (2021). Differentiation of instruction for gifted learners: Collated evaluative studies of teacher classroom practices. Handbook of giftedness and talent development in the Asia-Pacific, 945-979. https://doi.org/10.1007/978-981-13-3041-4_45
  • Vogl, K., & Preckel, F. (2014). Full-time ability grouping of gifted students: Impacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68. https://doi.org/10.1177/0016986213513795
  • Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger’s, Depression, and other disorders. Scottsdale, AZ: Great Potential Press.
  • Webb, J. T., Gore, J. L., Amend, E. R. & DeVries, A. R. (2016). Özel Yetenekli Çocuklar Uzmanlar ve Aileler İçin El Kitabı (Çev. Bahar Uyaroğlu &Burcu Bülbün Aktı). Anı Yayıncılık
  • West Keur, R. A. (2019). Teacher expertise: Informing research and development in gifted education. Gifted Child Today, 42(2), 91-95. https://doi.org/10.1177/1076217518825384
  • Wendel, R., & Heiser, S. (1989). Effective instructional characteristics of teachers of junior high school gifted students. Roeper Review, 11(3), 151-153. https://doi.org/10.1080/02783198909553192.
  • Yang, W., & Siegle, D. (2006). Curriculum compacting: The best way to bridge the education of school-house giftedness and creative/productive giftedness in China. Gifted Education International, 22(1), 101-107. https://doi.org/10.1177/026142940602200113
  • Yıldırım, A. & Şimşek, H. (2021). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin.
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.
There are 122 citations in total.

Details

Primary Language English
Subjects Special Talented Education
Journal Section Articles
Authors

Mine Topçu 0009-0006-6807-5756

Osman Aktan 0000-0001-6583-3765

Early Pub Date December 26, 2024
Publication Date
Submission Date August 14, 2024
Acceptance Date December 10, 2024
Published in Issue Year 2025 Volume: 12 Issue: 1

Cite

APA Topçu, M., & Aktan, O. (2024). Professional Competencies for the Education of Gifted Students. E-Kafkas Journal of Educational Research, 12(1), 70-91. https://doi.org/10.30900/kafkasegt.1533469
 Download Cover Image

19190       23681     19386        19387