PROSPECTIVE TEACHERS' ATTITUDES TOWARDS THE EDUCATION OF GIFTED/TALENTED STUDENTS

This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers' attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFe,,,.male=111.71 and XMale=144), the data shows that the prospective teachers' attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the 'Supporting and Needs of Gifted Students', 'Opposition to Special Services for Gifted Students' and 'Grade Skipping' of the scale.