Abstract
During student development, enriching academic and psychosocial activities in accordance with different educational needs of students is important. This study aims to identify primary school teachers’ opinions in Turkey, Czech Republic, Italy, and Germany. The opinions of teachers were investigated and compared on the individual skills, interests, intelligence, and abilities of students in the inclusive education environment with talented and gifted students. Moreover, methods, techniques and strategies they implemented in behavioral management, development and the bonding of the students to each other were analyzed. The study is a descriptive qualitative research. Layered sampling was used from the purpose sampling methods. The study group consisted of 248 elementary school teachers. In data analysis, content analysis was used. To ensure validity and reliability of the study, the coder reliability coefficient, the expert opinion, the confirmability strategy techniques were used. In Czech Republic, Turkey and Italy the teaching dimension for determining the students' interests, abilities and intelligence was emphasized, while Germany the dimensions of co-operation with parents and stakeholders was highlighted. Teachers participating in the development of positive behavior prioritised the communication process, stimulating educational activities in the management of unwanted behavior and the bonding of students with each other. Teachers' educational effectiveness-based responses in relation to the management of students' interests, skills and intelligence, development and behaviour revealed that teachers cannot parse the approaches that correspond to different problem areas. It was observed that there were not enough applications to contribute to the psychosocial development of students with different developmental characteristics.
Highlights
1.1 Introduce the ProblemIn the educational process where the individual’s mind, body, emotional, and social abilities are developed at the highest level and where skills, behavior and information are gained in accordance with the specific objectives (Akyuz, 2008), students in different educational needs are expected to realize their existing potentials by taking their individual characteristics into consideration
The findings of primary school teachers who worked in Turkey, Czech Republic, Italy and Germany about determining their opinions about their work about the individual skills, interests, abilities and intelligence of their students in the inclusive education environment are presented in table 3
This study aimed to investigate the opinions of teachers on recognition and behavior management of the students in Turkey, Czech Republic, Italy and Germany in the inclusive education environment with talented and gifted pupils
Summary
1.1 Introduce the ProblemIn the educational process where the individual’s mind, body, emotional, and social abilities are developed at the highest level and where skills, behavior and information are gained in accordance with the specific objectives (Akyuz, 2008), students in different educational needs are expected to realize their existing potentials by taking their individual characteristics into consideration. With the reflection of humanistic approaches to education, such characteristics as recognizing students, gaining value for them, determining their learning needs, configuring education in accordance with learning styles, revealing their interests, and abilities by enhancing student participation are emphasized in the education process (Bacanli, 2011). The study was presented as an oral presentation at Gazi University between the dates of May 4-6, 2017 on the International Conference on Gifted Students: New approaches and educational applications in the context of the students’ interest in the inclusive education environment, the ability and educational practices aimed at identifying and developing their intelligence.
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