The Terms Used in Gifted and Talented Education in Turkey, Relevant Legal Framework and Educational Practices

Ömeroğlu, Esra; Sarıkaya, Rabia; Dağlıoğlu, H. Elif; Çakmak, Ebru Kılıç; Karataş, Serçin; Bulut, Safiye Arici; Şahin, Melek Gülşah; Kukul, Volkan; Doğan, Aysun Turupcu; Basit, Osman

doi:10.20489/intjecse.329697

Cited by 3 publications

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References 4 publications

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“…Keeping in mind that gifted children represent the largest source of the country's immaterial wealth (Omeroglu et al 2017) and the basis of future development and shaping the future of the state, in Turkey, an assembly called Grand National Assembly of Turkey (TGNA) is a working group focused on improving the status of gifted children, who receive adequate and timely support during their education.…”

Section: Legal Regulation In Weog Countriesmentioning

confidence: 99%

Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

Ninkov

2020

J. Hum. Rights Soc. Work

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Gifted students are the most important part of every society and keeping the gifted child challenged and engaged is necessary. This paper aims to offer suggestions for the appropriate education system to enlarge their knowledge and creativity, without disturbing their usual life and educational surroundings. The author uses a comparative method, focusing on different countries worldwide and comparing and interpreting the various concepts of education in those countries. Based on the United Nations regionalization, the author focuses on the countries of the Eastern European Group (Bosnia and Herzegovina, Croatia, Hungary, and Serbia) and Western European and Others Group (Austria, Germany, Netherlands, UK, Turkey, and the USA). The study finds that inclusive education as an alternative framework is potentially the best education system for gifted students. The prevailing opinion in most countries is that the concept of inclusive education primarily refers to children with special needs. This authorexplains that there is no logical obstacle to applying inclusive education to gifted students as well. Such an inclusive education system would require changing current education systems and programs and, most of all, hiring various professional staff as social workers and trained teachers who can meet the various demanding needs of gifted students in any community. The study concludes that it is necessary to improve existing policies in education to provide the inclusive education framework to gifted children and to understand that the essence is not only to agree on differences but to stimulate the individuality and diversity of the gifted at all levels; the greatest gem of each country is its educated children. Inclusion of gifted students has a positive outcome not only for the individual but also for the other students in the classroom. Gifted students stimulate the others, pushing them to reach their potential academic capabilities. Also, the unidentified students who could learn at elevated levels could benefit from this kind of education model and a high level of instruction could push them in the same way that it challenges the gifted students in the classroom.

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Section: Legal Regulation In Weog Countriesmentioning

confidence: 99%

Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

Ninkov

2020

J. Hum. Rights Soc. Work

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“…Currently in Turkey and in many countries, there are very few separate programs such as the department of gifted teacher. This inadequacy is being tried to be completed with in-service trainings given to teachers on duty or by the teachers who continue to the certificate programs (Omeroglu et al, 2017). In 2009, a strategy paper on the education of talented people in the country was published with the cooperation of MoNE and TUBITAK (Scientific And Technological Research Council Of Turkey) and the current situation was evaluated.…”

Section: Introductionmentioning

confidence: 99%

The Evaluation of the Animations Developed for the Teachers of Talented and Gifted Pupils: Perceived Learning, Usability and Participation

KUKUL,

ÜNAL,

KARATAŞ

et al. 2018

TAY Journal

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The purpose of this research is to examine the animations, developed on socio-emotional strategies that the teachers of gifted/talented pupils'/students can use to solve various problem situations that they may encounter, in terms of several variables. These variables are in terms of teachers; perceived learning, usability and participation contexts. In this context, 8 learning objects were developed in animation format. Four of these learning objects were developed for pre-school teachers and the remaining four for primary school teachers. These learning objects were examined by 90 pre-school and primary school teachers. Afterwards, teachers' opinions were obtained by using the "Learning Object Assessment Scale" developed by Gürer and Yıldırım (2014). The scale used in the study consists of three parts; perceived learning, usability and participation. When the data obtained from the study are examined, it is seen that teachers' appreciation towards animations is high in usability, participation and perceived learning sub dimensions. When sub-dimensions were examined in terms of branches, pre-school teachers' appreciation for animations was found to be higher but it did not cause any significant difference between the branches. When the sub-dimensions were examined in terms of the study year variance, it was observed that the averages between the groups were close to each other and there was no meaningful difference between them.

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An Investigation into Teaching English to Gifted Individuals: Giving Voice to Turkish EFL Teachers

HOL,

ACAR

2023

International Journal of Educational Spectrum

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Foreign language learning process of gifted individuals plays a critical role in both their self-development and academic life. However, EFL (English as a Foreign Language) teachers may encounter various challenges while teaching to gifted individuals. The purpose of the present research is to reveal the opinions of EFL teachers in Science and Art Centers (SACs) on the challenges they encounter in teaching English, find out possible sources for these difficulties, and their solutions and recommendations. In total, 21 EFL teachers working in different SACs in Turkiye participated in the study. The data were collected through a semi-structured interview based on three main themes: a) the challenges the participants have faced, b) the participants’ views on the source of these problems, and c) their suggested strategies to cope with the mentioned challenges. Content analysis was carried out to analyze the data. The qualitative findings demonstrated that the EFL teachers experienced similar challenges including the lack of an established curriculum, insufficient educational technological equipments and appropriate materials for language teaching, having students with different levels of English proficiency in the same groups, and having long working hours.

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The Terms Used in Gifted and Talented Education in Turkey, Relevant Legal Framework and Educational Practices

Cited by 3 publications

References 4 publications

Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

Education Policies for Gifted Children Within a Human Rights Paradigm: a Comparative Analysis

The Evaluation of the Animations Developed for the Teachers of Talented and Gifted Pupils: Perceived Learning, Usability and Participation

An Investigation into Teaching English to Gifted Individuals: Giving Voice to Turkish EFL Teachers

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