Preschool Teachers’ Perceptions of the Potential of Giftedness

Abstract

Introduction: This study was conducted to examine preschool teachers’ perceptions of giftedness before and after they received training. Method: With a qualitative research design, this study utilized a case study. The working group of the study consisted of 171 volunteer teachers working in the official preschool institutions and primary school kindergartens located in the city centre of Çorum. Data were collected through Information Form, Brainstorming Technique, and Drawing Technique. Inductive content analysis was employed during data analysis. The statements were analysed and coded separately by the researchers at least three times while categorizing the data, and the codes and categories were finalised after three experts’ views. Findings: Preschool teachers were found to be most likely to take into account the cognitive developmental characteristics of these children both before and after receiving the education. In addition, it was revealed that they made a greater number and variety of coding after receiving the training. . It was also determined that before teachers were informed about giftedness, they expressed the characteristics of these children that could challenge them more. Discussion: After the preschool teachers were informed about giftedness, they were found to be more knowledgeable about the cognitive, language, social-emotional development, and general developmental characteristics of these children by reflecting on the drawings they made. In this context, it has been discovered that teachers' perceptions of the challenging traits in gifted children significantly decrease after receiving information, and as teachers become more acquainted with gifted children, they are increasingly inclined to embrace and understand their potentially challenging characteristics.