Professional Competencies for the Education of Gifted Students

Basit Öğe Kaydı
dc.contributor.authorTopçu, Mine
dc.contributor.authorAktan, Osman
dc.date.accessioned2025-10-11T20:37:56Z
dc.date.available2025-10-11T20:37:56Z
dc.date.issued2025
dc.departmentDüzce Üniversitesien_US
dc.description.abstractThe aim of this study is to determine teachers' views on their professional competencies for the education of gifted students. Qualitative case study design was used in the study. The participants of the study consisted of thirty-seven teachers working at different educational levels who had experience working with gifted students. The data collection tool was a semi-structured interview form developed by the researcher. Content analysis was used to analyze the research data. The research findings consisted of five themes: teacher competencies, professional development, communication with gifted students, teaching and learning process, relationships with family, school and society, personal characteristics and professional values. In the research, the most important competencies that teachers should have in the field of professional development were determined as providing continuous professional development, following innovations in the field, being competent in using technology, knowing students cognitively, emotionally and socially, teachers developing children's research skills, giving additional tasks focused on talent, activating their sense of curiosity, having student-centered communication skills, teachers having field knowledge, making student-centered enrichments in the education program, having professional knowledge, being able to organize student-centered activities, and using different methods and techniques in teaching processes. As a result of the research findings, it was suggested that the number of trainings and seminars that can provide continuous professional development of teachers and support them in the field of education should be increased, and the publications that teachers can follow innovations and developments should be increased and made accessibleen_US
dc.identifier.doi10.30900/kafkasegt.1533469
dc.identifier.endpage91en_US
dc.identifier.issn2148-8940
dc.identifier.issue1en_US
dc.identifier.startpage70en_US
dc.identifier.trdizinid1312156en_US
dc.identifier.urihttps://doi.org/10.30900/kafkasegt.1533469
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1312156
dc.identifier.urihttps://hdl.handle.net/20.500.12684/20784
dc.identifier.volume12en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.language.isoenen_US
dc.relation.ispartofKAFKAS EĞİTİM ARAŞTIRMALARI DERGİSİen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKA_TR_20250911
dc.subjectTeacheren_US
dc.subjectGifteden_US
dc.subjecteducation of the gifteden_US
dc.subjectteacher professional competencies.en_US
dc.titleProfessional Competencies for the Education of Gifted Studentsen_US
dc.typeArticleen_US

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