A Metaphorical Analysis of Giftedness and Inclusive Education for Pre- Service Teachers

Abstract

The purpose of present study is to ascertain how prospective pre-service teachers see the notions of Gifted student and Inclusive Education. The study was carried out with 92 pre-service teachers studying in Tokat Gaziosmanpasa University Education Faculty, Department of foreign languages and science education during the academic year 2022–2023. This study is descriptive since it tries to present the current condition. The metaphors created by pre-service teachers were examined and commented upon within this framework in five steps: Identifying metaphors, categorizing metaphors, creating categories, assessing validity and reliability, and transferring quantitative data into the SPSS package program are the first three steps. To learn the pre-service teachers' opinions regarding the chosen ideas, a form with two open-ended questions was employed as a data collection instrument. In the questionnaire, the questions "A gifted student is like...... because......" and "Inclusive Education is like...... because......" were to be answered by the participants. Through the use of content analysis, the survey question data was examined. The lists of metaphors and categories were distributed to three faculty members who are authorities in the subject of study in order to assess the accuracy of the metaphors identified as a consequence of the analysis and the categories derived from them. Following the expert opinions, the non-overlapping metaphors were discussed in order to determine the final metaphors and categories for the study. It was concluded as a result that pre-service teachers created 92 valid metaphors for the idea of giftedness and inclusive education. As a result, it was discovered that pre-service teachers had positive opinions of the term "giftedness," additionally, they also created some favorable metaphors for the inclusive education.