Exploring virtual museums: Pre‐service teachers' experiences of virtual museums in gifted and talented education

Abstract

AbstractThis study aimed to explore prospective teachers' views and experiences of the utilization of virtual museums for gifted and talented education. The study was conducted at the College of Education of a large Western University in Turkey. The participants were prospective teachers (seniors at the undergraduate level) from the Department of Gifted and Talented Teacher Education, who were expected to become classroom teachers responsible for teaching a wide range of subjects, including reading, mathematics, science, and social studies. Ten prospective teachers voluntarily participated in the study. The study employed a qualitative phenomenological design. The research illuminated the ways in which participants perceived and understood these experiences. This study provided valuable insights into the potential use of virtual museums in the education of gifted students, general education, and teacher education, and considered the positive and negative experiences of pre‐service teachers who have visited virtual museums.