Üstün Yetenekliler Eğitiminde Öğretmen Yetiştirme Politikalarına Yönelik Model Önerisi: Karma Yöntem Araştırması

Abstract

The aim of this research is to develop a model for training teachers of gifted students based on stakeholder opinions regarding policy documents and teacher training policies for gifted students in our country. Furthermore, the aim is to determine the adoption and applicability level of this model based on the opinions of teachers. In this study, an exploratory sequential design, a mixed research method, was used. The research was conducted in four stages: document analysis, examination of stakeholder opinions, model development, and model evaluation. In the document analysis stage, national and international policy documents, as well as education-based documents, were scrutinized. Stakeholders included academicians working in the field of gifted students, teachers and school principals working in Gifted Education Centers (BİLSEM), teachers and school principals with gifted students in regular education institutions, and managers working in relevant units of the Ministry of National Education. Online and face-to-face interviews were conducted with these stakeholders. Data obtained from document analysis and stakeholder interviews were used in the development of the model. To investigate the acceptance and applicability of the model by teachers, the Gifted Education Teacher Training Model Adoption Scale (MBÖ) and the Gifted Education Teacher Training Model Applicability Scale (MUÖ) were developed. The population of the research was Ankara, and the sample consisted of teachers working in the first, middle, and high school levels in nine central districts of Ankara, including Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Pursaklar, Sincan, and Yenimahalle. In the analysis of qualitative data, document analysis and content analysis were used, and quantitative data were analyzed using SPSS 23.0 statistical software. Descriptive statistics were calculated for the scales and their sub-dimensions. Since the scales did not demonstrate a normal distribution, non-parametric tests such as the Mann-Whitney U test and Kruskall Wallis test were conducted. The level of adoption and applicability of the model by teachers was found to be high. Based on the findings, various recommendations were made.