Examination of Pre-School Teachers Self-Efficacy Beliefs and Self-Efficacy Regarding Gifted Education

Abstract

This research was conducted to determine the needs of preschool teachers for education of gifted children by examining their overall self-efficacy and self-efficacy regarding gifted-children's education. This study which was conducted in the descripted survey model was carried out in the province of İzmir in the academic year of 2016-2017. The sample of the research is composed of 109 pre-school teachers who were working in public or private schools in İzmir. In order to determine the overall self-efficacy of the preschool teachers "Preschool Teachers Self-Efficacy Beliefs Scale", and to determine self-efficacy regarding gifted children's education "Gifted Education Self-Efficacy Scale for Teachers" was used. Teachers have voted lower scores for self-efficacy beliefs for gifted students than needs of self-efficacy for pre-school. It was observed that the youngest teachers evaluated themselves more efficacious. It is also obtained that students who have associate degree considered more efficacious than high school, graduated and master degree. The results of this study showed that teachers who work at pre-school education institution need education for gifted students.

The Education of Gifted Pre-School Children Using Information Communication Technology: the Opinions of Teachers

“…The findings suggest that educators look for ways to maintain the curiosity of gifted children, and to enable them to develop in different ways during their education. The findings echo E. Oral (2017), who suggests that gifted children may eventually become bored and unmotivated in educational activities, and therefore need a variety of educational tools and methods.…”

“…Modern trends in mechanisation, informatisation and virtualisation are penetrating educational institutions and the educational process, so the creation of an information-educational space as a condition for child development is becoming more and more important, and inducing comprehensive development, while successfully meeting the needs of the life period (Karpova, Shtefan, Kovalska, Ionova, Luparenko, 2020). Gifted children are able to cope better with the changes brought about by the information technology revolution due to their exceptional abilities (Ahmed, Bakhiet, 2021), they learn faster than their peers, and they quickly become bored with educational activities, which, if prolonged, can lead to a loss of motivation to learn and engage in the educational process (Oral, 2017); so gifted children can use technology to learn independently and satisfy their thirst for knowledge. The use of modern technology in education not only enables gifted children to nurture their talents and their best qualities, but also helps pedagogues working with gifted children as a tool to develop their talents (Ahmed, Bakhiet, 2021).…”

Development of a Scale: Self-Efficiency of English Language Teachers for the Education of Gifted Students

“…Literature review of the related studies revealed that there were many studies determining teacher self-efficacy levels and self-efficacy levels of teachers regarding gifted students (Alibakshi, Nikdel & Labbafi, 2020;Balcı, Şanal & Üğüten, 2019;Bayraktar, Ateş & Afat 2019;Cantrell, Young & Moore 2003;Çankaya, 2018;Dinçer, 2019;Erdoğan, 2015;Freitag, 2020;Kaygısız, Anagun & Karahan, 2018;Kudelich, 2018;Matheis, Kronborg, Schmitt & Preckel 2018;Morris, Usher & Chen, 2016;Oral, 2017;Schunk, Meece & Pintrich 2014;Tezcan, 2012;Tschannen-Moran & Hoy, 2001). Yet there was a limited number of studies about English teachers' self-efficacy levels for gifted students.…”

“…In addition, many studies were found on determining teacher self-efficacy levels (Cantrell, Young & Moore 2003;Morris, Usher & Chen, 2016;Schunk, Meece & Pintrich 2014;Tschannen-Moran & Hoy, 2001). It has also been observed that there were studies measuring teachers' selfefficacy regarding gifted students (Bayraktar, Ateş & Afat 2019;Dinçer, 2019;Erdoğan, 2015;Freitag, 2020;Matheis, Kronborg, Schmitt & Preckel 2018;Oral, 2017;Tezcan, 2012). To add more it is seen there were studies measuring the self-efficacy levels of English language teachers (Alibakshi, Nikdel & Labbafi, 2020;Balcı, Şanal & Üğüten, 2019;Çankaya, 2018;Kaygısız, Anagun & Karahan, 2018;Kudelich, 2018).…”

Metode Penelitian Pendidikan Dasar: Kajian Perspektif Filsafat Ilmu

“…Beberapa isu-isu tersebut antara lain: permasalahan kurikulum pendidikan dasar yang begitu kompleks, masih kurangnya pemerataan sarana prasarana pendidikan untuk kualitas pendidikan dasar, masih rendahnya motivasi peserta didik dalam belajar atau berpartisipasi di dalam pembelajaran, masih rendahnya prestasi peserta didik dan lainlainnya (Harnett & Vinney, 2008;Sa'ud & Sumantri, 2007). Beberapa isu-isu lain yang sangat urgen dan krusial di SD yakni isu tentang degradasi moral peserta didik dan bahkan pendidik, ancaman radikalisme, peningkatan kompetensi pendidik, self-efficacy pendidik maupun peserta didik, literasi sains, keterampilan berfikir, serta pembelajaran kritis dan demokratis (Mujtahidin, 2017;Oral, 2017;Unutkan, 2006). Permasalahanpermasalahan tersebut tentu membutuhkan suatu pendekatan metode penelitian ilmiah yang tepat dalam upaya mengatasi isu dan permasalahan pendidikan dalam bidang pendidikan dasar.…”