Üstün Zekâlılar ve Yeteneklilere Eğitim Veren Öğretmenlerin Öğretimde Rol Değiştirmeye İlişkin Yeterliliklerinin Araştırılması

Abstract

The aim of this research is to investigate the effective role changing competencies of teachers working in BİLSEM, which provides education to gifted students. The study is a two-stage research, the first is descriptive and the second is a comparative research. The variables focused on in the study are the roles teachers currently apply, their role-switching skills, and students' assessments of their teachers' roles and role-switching skills. The sample of this study consists of 298 gifted and gifted primary and secondary school students (144 girls, 154 boys) studying in Ankara BİLSEM and 173 students in Ankara BİLSEM. (114 female, 59 male) teachers. In this study, the scale of determining the roles of teachers in teaching, the scale of teachers' role changing skills in teaching and the assessment of teachers' role changing skills in teaching by students were used. Analysis of the collected data, exploratory factor analysis, calculation of Cronbach alpha internal consistency coefficient, descriptive statistical analysis, Pearson correlation and t-test were used. According to the findings, it was determined that teachers gave themselves above average scores in terms of both the roles they currently practice and their role-switching skills. Again, there was a significant difference between the scores of the teachers applying different roles and the scores given by the students' teachers regarding the levels of applying different roles (t[22]= -3.06; p< ,05). It is seen that teachers' perceptions of the roles they currently apply (X= 3,8) are higher than students' perceptions of the roles their teachers currently apply (X= 3,3). Again, it was determined that teachers' perceptions of role changing skills (X= 3,8) were higher than students' teachers' perceptions of role changing (X= 3,3). The findings showed that the teachers did not give a consistent result with the findings provided by the students in terms of both the roles they think they apply and their role change skills.