Evaluation of Gifted Education Teacher Training Policies: A Document Analysis Study

Abstract

The aim of this research is to evaluate the gifted education teacher training policies in our country in the light of international and national policy documents. It is understood that the teachers did not receive adequate training on gifted education before the service, the trainings on the gifted were mostly for BİLSEM teachers, the training needs of the teachers in formal education institutions were ignored, the in-service training was insufficient, and the teachers had a training need in this area. The study was shaped as a qualitative research and national policy documents were used as data collection tool. Data were collected by document analysis method. The documents were analyzed in the context of education policy, gifted education, gifted teacher training, their selection and professional development of these teachers. It is striking that the education of gifted people has been given more place in the policy documents in recent years. It is seen that most of the decisions taken have not been implemented. Although positive steps have been taken in the policies of teacher training, selection and professional development in the field of gifted education in our country, it is understood that a stable policy has not yet been established.